Notice of meeting and agenda
Education, Children and Families Committee
10am, Tuesday, 24 May 2016 Council Chamber, City Chambers, High Street, Edinburgh This is a public meeting and members of the public are welcome to attend
Contact E-mail: [email protected] or [email protected]
Tel: 0131 529 4227/ 0131 469 3870
Note
LGBT Youth Scotland will present the Communities and Families directorate with the LGBT Charter Mark Award prior to the start of the meeting.
1. Order of business
1.1 Including any notices of motion and any other items of business submitted as urgent for consideration at the meeting.
2. Declaration of interests
2.1 Members should declare any financial and non-financial interests they have in the items of business for consideration, identifying the relevant agenda item and the nature of their interest.
3. Deputations
3.1 If any.
4. Minutes
4.1 Education, Children and Families Committee 1 March 2016 (circulated) Submitted for approval as a correct record
5. Forward planning
5.1 Education, Children and Families Committee Key Decisions Forward Plan – October to December 2016 (circulated)
5.2 Education, Children and Families Committee Rolling Actions Log (circulated)
6. Business bulletin
6.1 Education, Children and Families Committee Business Bulletin (circulated)
7. Executive decisions
7.1 Educational Attainment 2015 – report by the Acting Executive Director of Communities and Families (circulated)
7.2 Communities and Families - Capital Asset Management Programme 2014 – 2019 – Year 2 Progress Report on Highest Priority Poorest Condition Establishments - report by the Acting Executive Director of Resources (circulated)
7.3 Children and Families Asset Management Plan 2014 – Update – report by the Acting Executive Director of Communities and Families (circulated)
7.4 Local Development Plan Education Infrastructure Update – report by the Acting Executive Director of Communities and Families (circulated)
Agenda - Education, Children and Families Committee – 24 May 2016 Page 2 of 6 7.5 Strategic Management of School Places – P1 and S1 Intakes for August 2016 – report by the Acting Executive Director of Communities and Families (circulated)
7.6 Primary School Estate Rising Rolls – report by the Acting Executive Director of Communities and Families (circulated)
7.7 Tynecastle Nursery – joint report by the Acting Executive Director of Communities and Families and the Acting Executive Director of Resources (circulated)
7.8 Gaelic Medium Education and Capacity at James Gillespie’s and Boroughmuir High Schools - report by the Acting Executive Director of Communities and Families (circulated)
7.9 Recent Developments in Gaelic Education Provision in Edinburgh – joint report by the Acting Executive Director of Communities and Families and the Acting Executive Director of Resources (circulated)
7.10 1 in 5: Raising Awareness of Child Poverty in Edinburgh – report by the Acting Executive Director of Communities and Families (circulated)
8. Routine decisions
8.1 Looked After Children: Transformation Programme Progress Report – report by the Acting Executive Director of Communities and Families (circulated)
8.2 Early Years Strategy – report by the Acting Executive Director of Communities and Families (circulated)
8.3 Standards and Quality Report 2016 – report by the Acting Executive Director of Communities and Families (circulated)
8.4 Community Learning and Development – Annual Report – report by the Acting Executive Director of Communities and Families (circulated)
8.5 Parental Engagement – report by the Acting Executive Director of Communities and Families (circulated)
8.6 Policies - Assurance Statement – report by the Acting Executive Director of Communities and Families (circulated)
8.7 Review of Community Access to Schools (CATS) – Progress Report – report by the Acting Executive Director of Communities and Families (circulated)
8.8 Social Work Complaints Review Committee – 11 March 2016
8.8.1 report by the Chair of the Social Work Complaints Review Committee (circulated)
Agenda - Education, Children and Families Committee – 24 May 2016 Page 3 of 6 8.8.2 Children and Families Response to the Complaints Review Committee Outcome – report by the Chief Social Work Officer (circulated)
8.9 Social Work Complaints Review Committee – 21 April 2016
8.9.1 report by the Chair of the Social Work Complaints Review Committee (circulated)
8.9.2 Children and Families Response to the Complaints Review Committee Outcome – report by the Chief Social Work Officer (circulated)
9. Motions
9.1 Commercial Sponsorship Aimed at School Children – Motion by Councillor Main.
“This Committee notes
1. That Edinburgh school children were recruited for the INEOS sponsored GO RUN FOR FUN event held in Edinburgh on the Meadows.
2. That parents were not made aware of the INEOS sponsorship when permission forms to attend were issued, that permission for photography and filming did not stipulate third party use of photographs and that once aware of INEOS’ involvement some parents complained about the process and others withdrew their children.
3. That partnership working within the local and wider community has an important and valuable contribution to make to the life and development of our schools.
Therefore committee agrees
4. To request that INEOS remove photographs of Edinburgh children from their website and not use these photographs.
5. That Edinburgh Council should not directly recruit children for external commercially run and sponsored events.
6. That parents will always be made aware in writing of any sponsors when permission is requested to attend Council run or supported events.
7. To request that officers draft policy and procedures on sponsorship targeted at primary and secondary schools pupils through events, visits and partnership working, in consultation with parent councils and schools, and provide a report for consideration of Committee within 2 cycles.”
Agenda - Education, Children and Families Committee – 24 May 2016 Page 4 of 6 Kirsty-Louise Campbell Interim Head of Strategy and Insight
Committee Members
Councillors Godzik (Convener), Fullerton (Vice-Convener), Aitken, Aldridge, Austin Hart, Bridgman, Child, Nick Cook, Corbett, Day, Jackson, Key, Lewis, Lunn, Main, Milligan, Redpath, Robson, Rust, Tymkewycz, Burns (ex-officio) and Ross (ex-officio), For Education items – Marie Allan, Rev Thomas Coupar, Allan Crosbie, Craig Duncan, Alexander Ramage and John Swinburne.
Information about the Education, Children and Families Committee
The Education, Children and Families Committee consists of 22 Councillors, 3 religious representatives, 2 teacher representatives and 1 parent representative and is appointed by the City of Edinburgh Council. The Education, Children and Families Committee usually meets every eight weeks. The Education, Children and Families Committee usually meet in the Council Chamber in the City Chambers on the High Street in Edinburgh. There is a seated public gallery and the meeting is open to all members of the public.
Further information
If you have any questions about the agenda or meeting arrangements, please contact Morris Smith or Ross Murray, Committee Services, City of Edinburgh Council, Business Centre 2.1, Waverley Court, 4 East Market Street, Edinburgh EH8 8BG, Tel 0131 529 4227/0131 469 3870, e-mail [email protected] / [email protected] A copy of the agenda and papers for this meeting will be available for inspection prior to the meeting at the main reception office, City Chambers, High Street, Edinburgh. The agenda, minutes and public reports for this meeting and all the main Council committees can be viewed online by going to www.edinburgh.gov.uk/cpol.
Webcasting of Council meetings
Please note: this meeting may be filmed for live and subsequent broadcast via the Council’s internet site – at the start of the meeting the Convener will confirm if all or part of the meeting is being filmed. You should be aware that the Council is a Data Controller under the Data Protection Act 1998. Data collected during this webcast will be retained in accordance with the Council’s published policy including, but not limited to, for the purpose of keeping historical records and making those records available via the Council’s internet site.
Agenda - Education, Children and Families Committee – 24 May 2016 Page 5 of 6 Generally the public seating areas will not be filmed. However, by entering the Council Chamber and using the public seating area, you are consenting to being filmed and to the use and storage of those images and sound recordings and any information pertaining to you contained in them for web casting and training purposes and for the purpose of keeping historical records and making those records available to the public. Any information presented by you to the Council at a meeting, in a deputation or otherwise, in addition to forming part of a webcast that will be held as a historical record, will also be held and used by the Council in connection with the relevant matter until that matter is decided or otherwise resolved (including any potential appeals and other connected processes). Thereafter, that information will continue to be held as part of the historical record in accordance with the paragraphs above. If you have any queries regarding this, and, in particular, if you believe that use and/or storage of any particular information would cause, or be likely to cause, substantial damage or distress to any individual, please contact Committee Services on 0131 469 3870 or [email protected] .
Agenda - Education, Children and Families Committee – 24 May 2016 Page 6 of 6 Item 4.1 - Minutes
Education, Children and Families Committee 10.00 am, Tuesday, 1 March 2016
Present
Councillors Godzik (Convener), Fullerton (Vice-Convener), Aitken, Aldridge, Austin Hart, Bridgman, Child, Corbett, Griffiths (substituting for Councillor Day), Howat, Jackson, Key, Lewis, Lunn, Main, Milligan, Redpath, Robson, Rust and Tymkewycz.
Added members for Education matters
Marie Allan, Allan Crosbie, Craig Duncan, Alexander Ramage and John Swinburne.
1. Order of business
The Convener agreed that the items of business be dealt with in the following order.
2. Communities and Families Small Grants to Third Parties 2016/17 – Proposals for Expenditure
2.1 Deputations
The Committee agreed to hear the following deputations in relation to the report by the Acting Executive Director of Communities and Families on the Communities and Families Small Grants to Third Parties 2016/17 – Proposals for Expenditure.
2.1.1. Corstorphine Youth and Community Centre (CYCC)
Tommy McLean (Vice Chair) spoke on behalf of the Corstorphine Youth and Community Centre (CYCC) and highlighted the following:
• The CYCC had previously made a deputation to the Education, Children and Families Committee on 11 February 2016 in regard to the Communities and Families Revenue Grants to Third Parties for 2016-19. • Although the CYCC was advised at the Committee meeting on 11 February 2016 that its application had been formally referred to the small grants fund, this was untrue. A formal referral, recommending an award from the small grants fund, did not happen; an informal redirection did. • The CYCC was trying to increase income independently, but this would not cover the complete withdrawal of the grant from Communities and Families. It
was likely that match funding would be reduced, and as a result, CYCC volunteers would be unable to cover services
The deputation went on to make the following general points about the grants process and the new criteria:
• The new grants criteria had a very narrow focus and made it difficult for community based organisations providing universal provision to receive funding. • Both the large and small grants schemes left large geographical areas without any funding support. For example, no group based in the West Edinburgh Neighbourhood Partnership Area had been awarded a grant from either the large or small grants fund. • Communities and Families were implementing a grant system that did not support community groups. • Of the eleven organisations receiving funding from the small grants fund, six were national or larger than Edinburgh organisations. No local independent based groups had been awarded a grant, and four of the small grant recipients had also received a grant from the large grants fund. • These figures indicated that the new grants criteria raised serious issues by withdrawing support for groups providing universal provision, in particular local community centres. • It was strange that in a time of developing localities and community empowerment, adequate resources were not being given to local community groups. • It was the view of the CYCC that the new grants criteria favoured larger organisations.
The Convener thanked the deputation for his presentation and invited him to remain for the Committee’s consideration of the related report at item 2.2 below.
2.1.2 Lothian Association of Youth Clubs (LAYC)
Ian Boardman spoke on behalf of the Lothian Association of Youth Clubs (LAYC) and highlighted the following:
• The new grants scheme had a number of discreet differences from the scheme it was replacing. • The previous grants scheme had awarded a number of small grants despite not having a specific allocation set aside for this. Many of the grants awarded under the previous scheme were for amounts under £10k. • Four large national organisations had been recommended for grants as part of the small grants scheme, despite these organisations having a combined yearly income of over £400m. • If it was the intention of the Committee to set up a small grants scheme to support small localised organisations, then this had failed.
Education, Children and Families Committee – 1 March 2016 Page 2 of 15 • Communities and Families should have set parameters for the small grants process that supported smaller local organisations and helped to address the lack of provision in specific areas of the city. • There were currently deserts of provision, and the small grants programme could have righted this if it had been set up correctly. • Perhaps a cap could have been applied to those organisations that could apply, e.g. a limit set based on an organisations previous years income (EVOC suggests £200k).
The Convener thanked the deputation for his presentation and invited him to remain for the Committee’s consideration of the related report at item 2.2 below.
2.2 Report by the Acting Executive Director of Communities and Families
The Committee had previously agreed to set aside £108,000 for a small grants programme to third parties and had requested that a report on proposed awards from the scheme be submitted to this meeting.
Proposed awards to organisations submitting small grant applications for 2016/17 were detailed. Awards would be for one year and would be for a minimum of £1,000 and a maximum of £10,000.
Decision
1) To note the 2016/17 Small Grants budget approved by Committee on 11 February 2016 which agreed an allocation of £108,000 for small grants to third parties.
2) To approve the awards to the organisations outlined in appendix one of the report by the Acting Executive Director of Communities and Families.
3) To note that support would be offered to unsuccessful applicants to discuss what additional internal and external assistance could be provided.
4) That the short-life working group on third party grants which Committee agreed to reconvene at their meeting in 11 February 2016 should also look at lessons learned from the small grants process, including:
• The form and level of support provided to unsuccessful organisations.
• The ability to provide part-awards.
• Consideration of the ability of national organisations to bid for awards and the criteria used.
• The role “localities” may play in future decision-making.
• The quality assurance processes.
Education, Children and Families Committee – 1 March 2016 Page 3 of 15 (References – minute of the Education Children and Families Committee 11 February 2016 (item 1.2); report by the Acting Executive Director of Communities and Families, submitted.)
Declaration of Interests
Councillor Corbett declared a non-financial interest in the foregoing item as an employee of Shelter Scotland.
3. Primary School Estate Rising Rolls
3.1 Deputation – Liberton Primary School Association (LPSA)
The Committee agreed to hear a deputation from Lucy Blackburn and Louise Slorance (co-chairs) on behalf of the Liberton Primary School Association (LPSA) in relation to the report by Acting Executive Director of Communities and Families on Primary School Estate Rising Rolls. The following was highlighted:
• Liberton Primary had been part of the rising rolls discussion for three of the last four years, however, this was the first time that the LPSA had felt a need to engage with the Committee. This had been caused by concerns that the pressure on space within the school was becoming increasingly noticeable. • Classroom sizes in the school were relatively small by standards across the city and circulation space had now been reduced substantially. • In the last year the school had been able to move from a 14 class school to a 15 class school, but this had only been possible because the Scottish Government had relaxed the space standards requirements for primary school classrooms. • If there was no significant drop off in registrations, then the school might have to go to a 16 class setup in August 2016, which could result in the possible loss of a further general purpose space. • Liberton Primary was the only school in Edinburgh with more than 400 pupils that operated using a single hall space. This put pressure on the 2 hours per week recommended provision of physical education, and there was an increasing year-round reliance on using outdoor space to deliver the target. This was proving increasingly difficult, particularly during the winter months. • The LPSA was concerned that the rising rolls process would only look at classroom provision, and not include the increasing pressures on hall space at the school.
The deputation welcomed the creation of a Working Group to discuss possible solutions and requested that the LPSA be part of those discussions. They urged the Council to use the Working Group as a means to look at the school’s accommodation issues, including hall space, as a whole.
The Convener thanked the deputation for their presentation and invited them to remain for the Committee’s consideration of the related report at item 3.2 below.
Education, Children and Families Committee – 1 March 2016 Page 4 of 15 3.2 Report by the Acting Executive Director of Communities and Families
Seven primary schools (Bruntsfield, Liberton, Newcraighall, St Margaret’s, Stockbridge, Trinity and Victoria) had been identified as potentially facing accommodation pressures in August 2017 and beyond.
Where necessary, working groups (involving school management and parent council representatives) would be established with the aim of identifying a preferred option for each school. This would be reported back to Committee on 24 May 2016.
Decision
1) To note the content of the report by the Acting Executive Director of Communities and Families and the intention to bring a further report to Committee on 24 May 2016 to identify the preferred solution (including delivery model) for each school facing a potential accommodation pressure in August 2017. This report to also include an update on Wardie Primary School.
2) To note that the latest cost projection to 2020/21, excluding any further costs to deliver the third phase of additional capacity which may be required at Stockbridge Primary School, represented a funding deficit of £1.676m for which additional resources would need to be identified in future capital budgets.
3) That the implications of classroom reconfiguration on the delivery of the recommended two hours of physical education activity per week be included in a future update report.
(References – minute of the Education Children and Families Committee 8 December 2015 (item 10); report by the Acting Executive Director of Communities and Families, submitted.)
Declaration of Interests
Allan Crosbie declared a non-financial interest in the foregoing item as a parent of a child attending Bruntsfield Primary School.
Councillor Key declared a non-financial interest in the foregoing item as a parent of a child attending Bruntsfield Primary School.
4. Minutes
Decision
1) To approve the minute of the Education, Children and Families Committee of 8 December 2015 as a correct record.
2) To approve the minute of the Education, Children and Families Committee of 11 February 2016 as a correct record.
Education, Children and Families Committee – 1 March 2016 Page 5 of 15 5. Education, Children and Families Committee Key Decisions Forward Plan – May to October 2016
The Education, Children and Families Committee Key Decisions Forward Plan for the period May to October 2016 was presented.
Decision
To note the Key Decisions Forward Plan for May to October 2016.
(Reference – Key Decisions Forward Plan – May to October 2016, submitted.)
6. Education, Children and Families Committee Rolling Actions Log – March 2016
The Education, Children and Families Committee Rolling Actions Log for March 2016 was presented.
Decision
1) To approve the closure of actions 3, 6, 8, 9, 11, 16, 23, 27, 28, 30 and 31.
2) To otherwise note the remaining outstanding actions.
(Reference – Rolling Actions Log – 1 March 2016, submitted.)
7. Education, Children and Families Committee Business Bulletin – March 2016
The Education, Children and Families Committee Business Bulletin for March 2016 was presented.
Decision
To note the Business Bulletin.
(Reference – Business Bulletin – 1 March 2016, submitted.)
8. Strategic Management of School Places: P1 and S1 Intakes for August 2016
Decision
To note that the report had been withdrawn from the agenda by the Acting Executive Director of Communities and Families.
Education, Children and Families Committee – 1 March 2016 Page 6 of 15 9. Review of Positive Action Funding in Primary Schools
An update was provided on the further work undertaken to review the options for allocating positive action funding, using the Scottish Index of Multiple Deprivation, and approval was sought for proposed changes to the way in which this was allocated across Primary Schools to ensure the effective targeting of funding to those children most in need.
Decision
1) To approve that positive action funding in the primary sector was allocated to those schools with children living in Deciles 1 and 2 of the Scottish Index of Multiple Deprivation with a weighting of 2:1 to those pupils living in Decile 1 and a 40% threshold being used.
2) To approve the interventions for use in reducing the attainment gap amongst those pupils most in need.
3) To note the way in which the use of positive action funding would be monitored in the future.
4) That a yearly update report be submitted to Committee on the impacts of the review of Positive Action Funding in primary schools.
(References – minute of the Education, Children and Families Committee 6 October 2015 (item 25); report by the Acting Executive Director of Communities and Families, submitted.)
10. Scottish Attainment Challenge
The aims of the Scottish Attainment Challenge were outlined together with details of the projects planned for the eight primary schools in Edinburgh taking part in the Challenge (Canal View, Castleview, Clovenstone, Craigroyston, Niddrie Mill, Sighthill, St Catherine’s and St Francis’).
The schools had been selected because over 70% of their pupils lived in the 20% most deprived data zones in Scotland. The overall aim of the challenge was to raise attainment and to reduce educational inequality.
Decision
1) To note the commitment from the Scottish Government to raise attainment and close the attainment gap.
2) To note the commitment of officers from Communities and Families to support and challenge the eight attainment challenge schools to raise attainment and ensure equity for all learners.
Education, Children and Families Committee – 1 March 2016 Page 7 of 15 3) To note that an update report would be submitted to Committee once the projects being carried out by the eight schools had been evaluated.
(Reference – report by the Acting Executive Director of Communities and Families, submitted.)
11. Vision for Schools
As previously requested by the Committee, an update was provided on progress on the areas identified as development priorities for delivering the Council’s Vision for Schools.
Motion
1) To note the continued progress made with the priorities for moving schools from “good to great” identified in the Vision for Schools report submitted to the Education, Children and Families Committee on 3 March 2015.
2) To note the positive contribution of the new initiatives, Edinburgh’s Challenge and 1 in 5 - Raising Awareness of Child Poverty in Edinburgh Strategy to delivering the Council’s Vision for Schools in Edinburgh.
3) To note that officers would be happy to discuss the issues raised in paragraph 2 of the amendment by John Swinburne below with the teacher representatives.
- Moved by Councillor Godzik, seconded by Councillor Fullerton.
Amendment
1) In similar terms to the motion, subject to the deletion of paragraph 3 and the inclusion of the following:
2) To note that the continuing development of high quality teaching was not supported by annual embedded cuts to school budgets and to request that officers report in May 2016 on:
• The full extent of embedded cuts to school budgets since 2009;
• The full extent to which the money saved through Advanced Higher cuts had, or had not, been pooled and shared to facilitate consortia arrangements;
• The financial consequences of ending the above cuts in the next Council Budget.
- Moved by John Swinburne, seconded by Allan Crosbie.
Education, Children and Families Committee – 1 March 2016 Page 8 of 15
Voting
For the motion 14
For the amendment 11
Decision
To approve the motion by Councillor Godzik.
(References – minute of the Education, Children and Families Committee 3 March 2015 (item 9); report by the Acting Executive Director of Communities and Families, submitted.)
12. Chair
Councillor Fullerton (Vice-Convener) chaired the meeting for item 13 below. Councillor Godzik resumed the Chair for the remaining items of business thereafter.
13. Total Craigroyston
An overview was provided of the work undertaken by the Total Craigroyston initiative over the previous year, and the lessons that could be taken forward into the Council’s Transformation Project with particular relevance for the development of the locality management structure.
Decision
To note the impact of the approach on the key outcomes for children and families as well as the lessons learned for the future development of the Localities approach.
(References – minute of the Education, Children and Families Committee 3 March 2015 (item 16); report by the Acting Executive Director of Communities and Families, submitted.)
14. Castlebrae Community High School - Progress Report
As previously requested by the Committee, an update was provided on progress towards improving outcomes for pupils attending Castlebrae Community High School.
Decision
1) To note the contents of the report by the Acting Executive Director of Communities and Families.
Education, Children and Families Committee – 1 March 2016 Page 9 of 15 2) To note the progress of strategies within the school which aimed to deliver a high quality educational experience for learners.
3) To note the progress in management arrangements within the Castlebrae Learning Community which had been implemented since December 2015.
4) To note the outcome of the review led by authority officers and Education Scotland’s Area Lead Officer, November 2015, published as a follow through report.
5) To agree to receive a further follow through report at the Sub-Committee on Standards for Children and Families after November 2016.
6) That a briefing note be prepared for Committee members on the delivery of a new high school for Craigmillar.
(References – minute of the Education, Children and Families Committee 9 December 2014 (item 15); report by the Acting Executive Director of Communities and Families, submitted.)
15. Outdoor Centres and Outdoor Learning
An update was provided on recent and newly proposed developments at the Council’s two residential outdoor centres at Benmore and Lagganlia. Details were also provided of an enhanced commercial approach at the centres, set against the context of an updated Outdoor Learning Strategy.
Decision
1) To note the progress regarding recent and proposed development at the Council’s Outdoor Centres, in particular an enhanced commercial approach to facilitate future investment in the Centres.
2) To support the expectation that Primary Schools in Edinburgh choose Benmore or Lagganlia as their first choice of a fully serviced Residential Outdoor Learning week providing there was available space during the peak period of mid February through to mid November.
3) To approve the updated Outdoor Learning Strategy for the period 2016-2020.
4) To agree to receive a further report in September 2017 following the completion of an organisational review of the performance of the Outdoor Centres in the next full financial and academic year.
(References – minutes of the Education, Children and Families Committee 21 June 2011 (item 16), 8 March 2012 (item 10) and 5 March 2013 (item 17); report by the Acting Executive Director of Communities and Families, submitted.)
Education, Children and Families Committee – 1 March 2016 Page 10 of 15
16. Support to Children and Young people with Disabilities: Annual Progress Report
An update was provided on progress on performance and planning over the previous 18 months in relation to the provision of services for children and young people with disabilities.
Decision
1) To note the progress made within social work services for children and young people with disabilities.
2) To request a further report on progress in March 2017.
(References – minute of the Education, Children and Families Committee 11 September 2014 (item 8); report by the Acting Executive Director of Communities and Families, submitted.)
17. Education Complaints Improvement Update
An update was provided on progress towards implementing improvements to the education service complaints handling process as previously requested by the Education, Children and Families and Corporate Policy and Strategy Committees.
Decision
To note the improvement actions underway and progress made to date.
(References – minutes of the Education, Children and Families Committee 6 October 2015 (item 36) and Corporate Policy and Strategy Committee 1 September 2015 (item 6); report by the Acting Executive Director of Communities and Families, submitted.)
18. Short-Life Working Group – School Admissions/Appeals
As previously requested by the Committee, an update was provided on the work of the Short-Life Working Group on School Admissions and Appeals, including progress with the delivery of the action plan.
Decision
1) To note there had been further progress made to date on improving the quality of information on the admissions and appeals process available on the Council website and that further work had been undertaken to improve the quality of public information to ensure that all relevant information could be easily accessed.
Education, Children and Families Committee – 1 March 2016 Page 11 of 15
2) To note that a formalised open recruitment and selection process had now taken place.
3) To note the findings of the survey monkey of young people, as outlined in appendix 1 to the report by the Acting Executive Director of Communities and Families.
4) To note the development of a comprehensive communications strategy which would be implemented over the course of 2016, as outlined in appendix 2 to the report by the Acting Executive Director of Communities and Families.
5) To note the ongoing development of an annual mandatory training programme for panel chairs/members and all officers, including head teachers, who were involved in the Appeals process was well underway.
6) To request that the next annual report on school admissions and appeals include an update regarding progress made on the recommendations within the report to the Committee in December 2015, including statistics and data relating to school placements and the number of out of catchment requests; the number of appeals lodged; the number of common and individual cases won on appeal; in order to build up long term data trends and identify areas of priority.
7) That the next annual report on school admissions and appeals also include an update on the delivery of the action plan.
8) To note the Short Life Working Group had considered and produced a more user friendly Admissions Policy and associated procedures, which was considered as separate item on the agenda for this Committee (see item 19 below).
9) To note that the action plan had been updated in line with progress made, as outlined in appendix 3 to the report by the Acting Executive Director of Communities and Families.
(References – minutes of the Education, Children and Families Committee 8 December 2015 (item 3); report by the Acting Executive Director of Communities and Families, submitted.)
19. Admissions to Mainstream Schools
The Convener ruled, in terms of Standing Order 27(1), that this item, which included a recommendation which, if accepted, would require a change to the Committee’s decision of 8 December 2015, should be considered due to a material change in circumstances, namely that the Short Life Working Group on School Admissions and
Education, Children and Families Committee – 1 March 2016 Page 12 of 15 Appeals had suggested changes to make the Admissions Policy more accessible to users.
The Committee on 8 December 2015 had approved the Admissions to Mainstream Schools Policy and had referred the Policy to the Short-Life Working Group on School Admissions and Appeals for consideration of how to make it more accessible to users.
A revised Admissions Policy, which had been amended by the Short-Life Working Group, was submitted.
Decision
To approve the changes which had been made to the Policy regarding Admissions to Mainstream Schools to make it more accessible to users following further consultation with the Short-Life Working Group.
(References – minutes of the Education, Children and Families Committee 8 December 2015 (item 4); report by the Acting Executive Director of Communities and Families, submitted.)
20. Edinburgh Integrated Literacy Strategy
Progress with priorities within the 2015-2016 Edinburgh Integrated Literacy Strategy (EILS) action plan, which covered early years to adult literacies, was detailed. The report covered universal support and targeted interventions in Edinburgh, gave a brief overview of developments nationally and highlighted aspects for continuing development.
Decision
1) To note the progress with priorities within the Edinburgh’s Integrated Literacy (EILS) Strategy Action Plan 2015-16.
2) To note the continuing progress in service improvement in literacy.
3) To note the progress made in closing the attainment gap/improving outcomes for the most disadvantaged 20% and 30%.
4) To note the positive contribution the strategy made to council outcomes and coalition pledges.
(References – minute of the Education, Children and Families Committee 3 March 2015 (item 10); report by the Acting Executive Director of Communities and Families, submitted.)
Education, Children and Families Committee – 1 March 2016 Page 13 of 15 21. Communities and Families Revenue Monitoring 2015/16 – Month Eight Position
The projected month eight revenue budget monitoring position for the Communities and Families directorate was outlined. Significant service pressures continued to be managed and a balanced budget position was forecast for 2015/16.
Decision
1) To note the forecast balanced budget position for 2015/16.
2) To note that approved savings in 2015/16 totalled £14.075m; the savings programme had been closely monitored during the year with action taken to address any highlighted risks of non delivery.
3) To note that the reported position included a contribution of £2.025m towards pressures within Health and Social Care.
(References – minute of the Education, Children and Families Committee 8 December 2015 (item 15); report by the Acting Executive Director of Communities and Families, submitted.)
22. Social Work Complaints Review Committee – 25 November 2015
The Committee on 8 December 2015 had considered the recommendations of the Social Work Complaints Review Committee (SWCRC) held on 25 November 2015 and noted that, due to the proximity in time of the SWCRC and the meeting of the Committee, senior managers had not had sufficient time to consider the SWCRC recommendations. The Committee further noted that a report would be brought back to this meeting of the Committee.
The recommendations of the Social Work Complaints Review Committee (SWCRC) held on 25 November to consider a complaint against the Communities and Families Directorate were again detailed. The SWCRC had upheld the complaint for the following reasons:
1) The SWCRC felt that the complainant had not been given any advice about kinship caring, and consequently may have been left financially worse off. The SWCRC did not have the financial information from either side to be able to determine this conclusively. It was felt that if it was demonstrated that the complainant had suffered financially, the Council should consider an appropriate ex-gratia payment.
2) The SWCRC noted that in the time since the complainant was caring for her granddaughter, arrangements for kinship caring had been significantly improved, which should ensure that this did not happen again.
Education, Children and Families Committee – 1 March 2016 Page 14 of 15 The Communities and Families response to the decision taken by the SWCRC was outlined. Officers had considered awarding an ex-gratia payment to the complainant as requested by the SWCRC, but were recommending that a payment should not be made for the reasons outlined in the report by the Acting Executive Director of Communities and Families. The reasons centred around the definition of Looked After and Accommodated Children and the criteria for paying maintenance allowance. The Committee was asked to approve this recommendation.
Decision
1) To note the decision of the Social Work Complaints Review Committee held on 25 November 2015.
2) To approve the proposal not to award an ex-gratia payment to the complainant for the reasons set out in paragraphs 3.4 to 3.13 of the report by the Acting Executive Director of Communities and Families.
(References – minute of the Education, Children and Families Committee 8 December 2015 (item 19); reports by the Chair of the Social Work Complaints Review Committee and the Acting Executive Director of Communities and Families, both submitted.)
23. Social Work Complaints Review Committee – 15 December 2015
The recommendations of the Social Work Complaints Review Committee (SWCRC) held on 15 December to consider a complaint against the Children and Families Directorate were detailed.
Decision
To approve the recommendations of the Social Work Complaints Review Committee on 15 December 2015 not to uphold the complaint.
(Reference – report by the Chair of the Social Work Complaints Review Committee, submitted.)
24. Maria Lloyd
The Convener advised that this would be Maria Lloyd’s final meeting of the Education, Children and Families Committee as his Departmental Assistant (DA) as she was leaving to take up the post of Quality Improvement Manager - Special Schools.
The Convener thanked Maria on a personal level, and on behalf of the Committee, for the valued contribution she had made in her role as DA.
Education, Children and Families Committee – 1 March 2016 Page 15 of 15
Item 5.1 - Key decisions forward plan
Education, Children and Families [October 2016 – December 2016]
Ite Key decisions Expected Wards Director and lead officer Coalition m date of affected pledges decision and Council outcomes 1 Implementation of the Children October 2016 All Acting Executive Director: Alistair Gaw P1 and Young People (Scotland) Lead Officer: C Chalmers CO1-CO6 Act 2014 0131 469 3348 SO3 [email protected] 2 Energy in Schools October 2016 All Acting Executive Director: Hugh Dunn P50 Lead Officer: P Watton CO18, CO25 0131 529 5962 SO3, SO4 [email protected] 3 Child Poverty October 2016 All Acting Executive Director of Communities P1, P5 - P7 and Families CO1 – CO6 Lead Officer : J Heywood 0131 529 6507 SO2 – SO4 mailto:[email protected] 4 Free School Meals Annual December All Acting Executive Director of Resources CO1, CO4, Progress 2016 Lead Officer : P Watton 0131 529 5962 CO6 [email protected] SO3
Education, Children and Families Committee – 24 May 2016 Item 5.2 - Rolling Actions Log
Education, Children and Families Committee 24 May 2016
No Date Report Title Action Action Owner Expected Actual Comments completion completion date date 1 20.05.14 Review of Community To request that an update Executive May 2016 Recommend Access to Schools be provided in one year, Director of closure of this including details of the new Communities action. See item arrangements at and Families 8.7 on this Queensferry and agenda. Gracemount High Schools.
2 20.05.14 Food For Life To note that an update Executive October 2016 Progress Accreditation in would be provided on Director of presented at Edinburgh Schools financial implications Resources EC&F Committee arising from moving in October 2015. towards silver and gold Deferred until standards for all schools October 2016. once bronze was Currie Community achieved. High School and Buckstone Primary School are both actively working towards the Silver
No Date Report Title Action Action Owner Expected Actual Comments completion completion date date Catering Mark Award. The progress on attaining the Silver Standard within these Pilot Schools will continue to be monitored and, once achieved, the information gathered will be used to benchmark the potential costs, and any other implication of delivering the Silver Catering Mark Award, across the Council school estate. 3 11.09.14 Free School Meals To request an annual Executive October 2016 This has been progress report on the Director of deferred to School Meals service Resources October 2016. In
Education, Children & Families Committee - Rolling Actions Log – 24 May 2016 Page 2 of 13 No Date Report Title Action Action Owner Expected Actual Comments completion completion date date including: light of the recent school closures • details of and decant of accommodation for pupils the pupils; directorate have • A quality been unable to assessment of the collect monthly provision of school returns from meals, including schools. those from remote Comparisons kitchens; which would be • Uptake levels by drawn from year group; figures provided • Customer feedback in the May 2015 (school, parent and report would be pupil) on the school skewed. Surveys meals service and which were due to lunchtime be carried out to environment. provide feedback on the service have also been delayed.
4 11.09.14 Parental Engagement To request a progress Executive May 2016 Recommend report on implementation Director of closure of this in December 2015. Communities action. See item
Education, Children & Families Committee - Rolling Actions Log – 24 May 2016 Page 3 of 13 No Date Report Title Action Action Owner Expected Actual Comments completion completion date date and Families 8.5 on this agenda. This action has been combined with action 8 below.
5 03.03.15 Educational 1) To agree to receive Executive May 2016 Recommend further annual Attainment 2014 Director of closure of this reports on Communities action. See item attainment/improve and Families 7.1 on this ments in performance. agenda.
2) To request a further Executive May 2016 report in October Director of 2015 on: Communities and Families • The performance of looked after children; • The performance in relation to wider achievements and how they could be measured;
Education, Children & Families Committee - Rolling Actions Log – 24 May 2016 Page 4 of 13 No Date Report Title Action Action Owner Expected Actual Comments completion completion date date • Attainment of children in areas of deprivation.
6 03.03.15 Integrated Children's To note the proposed remit Executive May 2017 Deferred to May Services for the Integrated Director of 2017. The Children’s Services Board Communities Integrated and to request a review of and Families Children’s its effectiveness in March Services Board 2016. will have been operating for a year in June 2016. The Board will then conduct a review of its first year of operation. A significant aspect of the integrated children’s services agenda relates to locality working and future arrangements for the work of
Education, Children & Families Committee - Rolling Actions Log – 24 May 2016 Page 5 of 13 No Date Report Title Action Action Owner Expected Actual Comments completion completion date date children’s service management groups, including improvement planning and improving outcomes. This report is deferred to allow for continuing locality working proposals to emerge.
7 03.03.15 Children & Families To request that the Risk Executive October 2016 Deferred to Risk Register Register be presented to Director of October 2016 to Committee on an annual Communities allow more time basis. and Families for engagement with officers. 8 19.05.15 Parent Councils – Agrees to receive an Executive May 2016 Recommend Motion by Councillor annual report to the Director of closure of this Main Education, Children and Communities action. See item Families Committee on and Families 8.5 on this partnership work with agenda. This Parent Councils, action has been highlighting the priorities combined with and projects undertaken, action 4 above.
Education, Children & Families Committee - Rolling Actions Log – 24 May 2016 Page 6 of 13 No Date Report Title Action Action Owner Expected Actual Comments completion completion date date celebrating the successes, and quantifying the funding and opportunities brought to the city by parents and Parent Councils.
9 19.05.15 Children and Families To note the proposals for Executive Ongoing An update was Asset Management engagement with Director of submitted to the Plan secondary school Communities Committee on 8 management teams and Families December 2015. related to the issue of rising rolls in the secondary sector, the outcomes of which would be reported to Committee at a future date. 10 19.05.15 Free School Meals That the feasibility and Executive October 2016 Deferred to P1-P3 – Progress associated timescales of Director October 2016 in Report implementing an on-line Resources line with revised payments system for timeline provided school meals be included by new ICT in the annual progress provider. report on the school meals service scheduled for October 2015.
Education, Children & Families Committee - Rolling Actions Log – 24 May 2016 Page 7 of 13 No Date Report Title Action Action Owner Expected Actual Comments completion completion date date 11 06.10.15 Duncan Place & Leith To request that a further Executive October 2016 Deferred to Director of October 2016. Primary School report was provided to a Resources future Committee meeting on the outcome of the discussions with the local community regarding the possibility of community asset transfer of the part of the existing Duncan Place building which would remain.
12 06.10.15 Committee Decisions To note that an annual Chief October 2016 Executive - November 2014 - summary report would be June 2015 presented to Committee in 12 months time.
13 06.10.15 Child Poverty 1) To note the Executive October 2016 Director of progress made with Communities work to mitigate the and Families impact of child
poverty and to
request a further
update in October
2016.
Education, Children & Families Committee - Rolling Actions Log – 24 May 2016 Page 8 of 13 No Date Report Title Action Action Owner Expected Actual Comments completion completion date date 2) To request a further May 2016 Recommend report in six months closure of this with a performance action. See item dashboard 8.3 on this indicating agenda. measures/ indicators used to record progress.
14 06.10.15 Executive October 2016 Arts and Creative To agree to receive a Director of Learning Update further report in October Communities 2016. and Families
15 06.10.15 Playgroups and That a report be submitted Executive May 2016 Recommend Director of Nurseries in the to a future meeting of the closure of this Communities . See item Voluntary Sector Committee on how the action and Families 8.2 on this work was being taken agenda. forward.
16 06.10.15 Children and Families To request a further report, Executive May 2016 Recommend Director of Capital Asset within two cycles, on closure of this Resources . See item Management measures of success, action 7.2 on this Programme 2014-19 including progress on the agenda. – Progress Update categorisation of all Children and Families establishments as
Education, Children & Families Committee - Rolling Actions Log – 24 May 2016 Page 9 of 13 No Date Report Title Action Action Owner Expected Actual Comments completion completion date date condition A or B.
17 06.10.15 Executive October 2016 Implementation of the To request a further report Director of Children and Young on progress in October Communities People (Scotland) Act 2016. 2014 - Update and Families 18 06.10.15 Executive October 2016 Energy in Schools To note that an annual Director of Annual Report progress report would be Resources submitted to the Committee in 2016 on Energy in Schools
19 08.12.15 Governance To include a section on the Executive October Director of 2016. Arrangements and management of community Communities Council Support to centres in the annual and Families Community Centre Community Learning and Management Development report. Committees
20 01.03.16 Primary School To note the intention to Executive May 2016 Recommend Estate Rising Rolls bring a further report to Director of closure of this Committee on 24 May Communities action. See item 7.6 on this 2016 to identify the and Families agenda. preferred solution (including delivery model) for each school facing a
Education, Children & Families Committee - Rolling Actions Log – 24 May 2016 Page 10 of 13 No Date Report Title Action Action Owner Expected Actual Comments completion completion date date potential accommodation pressure in August 2017. This report to also include an update on Wardie Primary School.
21 01.03.16 Primary School That the implications of Executive October 2016 Director of Estate Rising Rolls classroom reconfiguration Communities on the delivery of the and Families recommended two hours of physical education activity per week be included in a future update report.
22 01.03.16 Review of Positive That a yearly update report Executive March 2017 Action Funding in be submitted to Committee Director of Primary Schools on the impacts of the Communities review of Positive Action and Families Funding in primary schools. 23 01.03.16 Scottish Attainment To note that an update Executive March 2017 Challenge report would be submitted Director of to Committee once the Communities projects being carried out and Families by the eight schools had been evaluated.
Education, Children & Families Committee - Rolling Actions Log – 24 May 2016 Page 11 of 13 No Date Report Title Action Action Owner Expected Actual Comments completion completion date date 24 01.03.16 Outdoor Centres and To agree to receive a Executive September Director of 2017 Outdoor Learning further report in September Communities 2017 following the and Families completion of an organisational review of the performance of the Outdoor Centres in the next full financial and academic year.
25 01.03.16 Support to Children To request a further report Executive March 2017 and Young People on progress in March Director of with Disabilities - 2017. Communities Annual Report and Families
26 01.03.16 Short-Life Working To request that the next Executive December Group - Admissions annual report on school Director of 2016 and Appeals admissions and appeals Communities include an update and Families regarding progress made on the recommendations within the report to the Committee in December 2015, including statistics and data relating to school placements and the number of out of
Education, Children & Families Committee - Rolling Actions Log – 24 May 2016 Page 12 of 13 No Date Report Title Action Action Owner Expected Actual Comments completion completion date date catchment requests; the number of appeals lodged; the number of common and individual cases won on appeal; in order to build up long term data trends and identify areas of priority.
27 01.03.16 Short-Life Working That the next annual report Executive December Group - Admissions on school admissions and Director of 2016 and Appeals appeals also include an Communities update on the delivery of and Families the action plan.
Education, Children & Families Committee - Rolling Actions Log – 24 May 2016 Page 13 of 13 Item 6.1 - Business bulletin Education, Children and Families Committee 10am, Tuesday, 24 May 2016 Main Council Chamber, City Chambers, High Street, Edinburgh
Education, Children and Families Committee
Convener: Members: Contact:
Convener Cllr Paul Godzik (Convener) Morris Smith Councillor Paul Godzik Cllr Cathy Fullerton (Vice-Convener) Senior Committee Cllr Elaine Aitken Officer Cllr Robert Aldridge Tel: 529 4227 Cllr Norma Austin Hart
Cllr Stefan Tymkewycz Alasdair Cllr Maureen Child Oliphant Cllr Nick Cook Departmental Cllr Gavin Corbett Adviser to the Convener and Cllr Cammy Day the Vice- Cllr Alex Lunn Convener Cllr Michael Bridgman Tel: 529 3294
Cllr Allan Jackson Vice-Convener Cllr David Key Councillor Cathy Fullerton Cllr Richard Lewis Cllr Melanie Main Cllr Eric Milligan Cllr Vicki Redpath Cllr Keith Robson Cllr Jason Rust Cllr Andrew Burns (ex officio) Cllr Frank Ross (ex officio)
For education items: Marie Allan (religious representative) Rev Thomas Coupar (religious representative) Allan Crosbie (teacher representative) Craig Duncan (religious representative) Alexander Ramage (parent representative) John Swinburne (teacher representative)
Education, Children and Families Committee – 24 May 2016 Page 2 of 6
Recent News Background
Edinburgh Schools Closures
The recent decision to close 17 Edinburgh schools – all of For the latest information on the which were designed, constructed, and continue to be temporary arrangements for PPP1 managed, by the Edinburgh Schools Partnership (ESP) - schools Click here was deeply regrettable, but absolutely necessary in order to prioritise the safety of our pupils and staff.
Putting in place alternative arrangements for 7,600 primary and secondary pupils and 740 nursery children in just over a week presented a huge logistical challenge for everyone involved. The levels of collaborative working, commitment and dedication shown by colleagues cannot be emphasised enough, as all efforts were made to minimise the disruption to children’s learning and care. Regular communication has been provided to parents to keep them updated on the temporary arrangements and notify them of any further changes and developments. Similarly, elected members have been kept informed of arrangements for affected schools in their wards. A number of meetings have also taken place with Parent
Council representatives.
A report from the Chief Executive was presented to the To read the report to the Corporate Corporate Policy and Strategy Committee on 17 May Policy and Strategy Committee, Click 2016. This provides an update on the background to this here matter and details the current position and planned activities. The report also outlines the Council’s intention to instruct an independent inquiry into this matter.
Sub-Committee on Standards At this meeting on 7 March 2016, seven reports were discussed. Well done to the staff and parents from To read the inspection report Queensferry Primary School and Nursery Class who Click here received an exceptionally positive report.
BBC documentary – ‘Educating Sir Tom’
Castleview Primary School featured in a recent BBC Scotland documentary, ‘Educating Sir Tom’, and provided a positive example of how schools are closing the attainment gap. Businessman and philanthropist, Sir Tom Hunter, asked how we can guarantee every child a world- class education and visited schools across Scotland to see why children from poorer backgrounds do worse, and what can be done to improve results. Sir Tom visited Castleview Primary to interview staff and parents and was clearly impressed with what he learnt on his visit. Our thanks go to Lindsey Watt and her staff for showing our education service in such a positive light.
Education, Children and Families Committee – 24 May 2016 Page 3 of 6 Royal Visit to Edinburgh Schools
In late February, three of our schools - St Catherine’s RC Primary School, Wester Hailes Education Centre and To view the news clip, Click here Craigmount High School - all had a very special visitor, HRH The Duchess of Cambridge. The visits provided an opportunity for the Duchess to find out more about Place2Be (St Catherine’s) and the Art Room Project at Wester Hailes Education Centre. The Duchess ended her day with a visit to Craigmount High School where she joined pupils from the school and their associated primary schools in a tennis coaching session with Judy Murray as part of the Tennis on the Road initiative. These visits were enjoyed by everyone and received widespread media coverage.
Two students were also given the opportunity to record their own news item for the BBC School Report initiative, including their own interview with the Duchess during her visit to Wester Hailes Education Centre.
Child Poverty Conference
A conference on 22 March 2016 at the Faith Mission looked in more detail at the work being done by the ‘1 in 5: Raising Awareness of Child Poverty in Edinburgh’ project. A key note speaker at the event was Naomi Eisenstadt, the Scottish Government’s Independent Poverty Adviser.
The project has been taking place in five primary schools and one secondary school, and has involved working with staff, pupils and parents to raise awareness of the scale, causes and impacts of child poverty; challenge poverty- related stigma; and investigate what practical actions can be taken to lower the cost of the school day.
A report describing in more detail the work of the project is included in the committee papers.
LGBT Charter Mark Award Every organisation has a responsibility to value diversity and promote good practice in terms of LGBT equality. Raising awareness and sending out positive messages to LGBT people and society serves to challenge For more information on the LGBT discrimination and promotes a more inclusive society. Our Charter of Rights Click here sincere congratulations go to Communities and Families for successfully completing the LGBT Charter of Rights at Foundation level. This level is the overarching Charter Mark and demonstrates a very clear commitment from the Council to be LGBT inclusive. We are also the first Council in Scotland to have achieved this award, so well done to all those involved in taking this forward.
Education, Children and Families Committee – 24 May 2016 Page 4 of 6 John Byrne National Drawing Competition An Edinburgh pupil has won the second annual John Byrne National Drawing Competition. From 4,000 entries, the winning piece (selected by John himself) was a drawing by a student from Hermitage Park Primary School. John presented the prize at an award ceremony on 18 March at the Paisley Museum and Art Gallery.
Two other Edinburgh students from South Morningside Primary and Tynecastle High School were amongst the runners-up.
Boroughmuir Win Scottish Young Consumers Competition A team from Boroughmuir High School has clinched the title of Scotland’s Young Consumers of the Year 2016. After a closely fought quiz competition held at the Scottish Parliament, Boroughmuir prevailed in the all important final round to lift the title and claim the coveted trophy. Boroughmuir will now represent Scotland at the UK Final, which is being held in London in June.
Education, Children and Families Committee – 24 May 2016 Page 5 of 6
Defibrillators in all our Secondary Schools
Every secondary school in the city has now been equipped with a life-saving defibrillator. All 23 high schools now have one, as well as 10 special schools, making Edinburgh the first local authority in Scotland to equip all of its secondary schools with the vital kit.
The Council worked with the Scottish Ambulance Service, Resuscitation Council UK and British Heart Foundation on information and guidance for using the equipment.
The kit is easy to use and familiarisation sessions have been held to show staff how to use a defibrillator with more being planned. Trainer equipment is also now being circulated to allow staff and school pupils see and handle the equipment.
Education, Children and Families Committee – 24 May 2016 Page 6 of 6 Education, Children and Families Committee
10am, Tuesday, 24 May 2016
Educational Attainment 2015
Item number Report number Executive/routine Wards
Executive Summary
This report provides a summary of the analysis of attainment in City of Edinburgh’s schools for the year 2014-15. For the Broad General Education (ages 3-15), the measures include standardised assessments in reading and mathematics and Curriculum for Excellence (CfE) levels from early to fourth for reading, writing and mathematics. For the Senior Phase (S4-S6), new national benchmarking measures from the Scottish Government’s Insight tool are used to analyse performance. (See appendices 1-4.)
There continue to be improvements in educational attainment in Edinburgh. Pupils have made better than the expected levels of improvement in reading and mathematics from P4 to P7 and from P7 to S2. The percentage of school leavers achieving literacy and numeracy at Scottish Credit and Qualifications Framework (SCQF) levels 4 and 5 has improved for the fourth academic session in a row; similar improvements are evident in the percentage of school leavers moving into a positive destination. The highest-attaining 20% of school leavers have performed above the corresponding national figure, as have the middle-attaining 60%. There is also evidence of “closing the gap” between leavers from the most and least deprived areas, at SCQF levels 3 and 4.
Links
Coalition Pledges P5 Council Priorities CO2, CO3 Single Outcome Agreement SO3
Areas for further improvement are also identified in the report and include:
• To ensure effective approaches to assessment and moderation are in place at all levels to enable staff to make reliable, professional judgements of progress through CfE levels and report these confidently to parents; • To improve attainment in numeracy and mathematics; • To continue to focus on improving outcomes for the most disadvantaged pupils, in particular Looked After Children (LAC) and Young Carers. 2014’s report and adapt as required
Education, Children and Families Committee – 24 May 2016 Page 2
Report
Educational Attainment/Improvements in Performance 2015
1. Recommendations
1.1 To note the continued improvements in educational attainment in Edinburgh schools; 1.2 To note the improvements in the performance of Looked After Children; 1.3 To note the wide range of strategies that are deployed to raise attainment; 1.4 To agree to receive further annual reports on attainment/improvements in performance; 1.5 To note the continued hard work of pupils, staff and parents to support the successful implementation of the new national qualifications, in particular the implementation of the new SQA Highers in almost all subjects. . 2. Background
2.1 This report provides the members of the Education, Children and Families Committee with a summary of the key outcomes in relation to attainment/ improvements in performance in the City of Edinburgh Council schools and establishments for academic session 2014-15. 2.2 The focus on attainment and accountability is well embedded in the authority and head teachers are fully engaged in improving performance at school level and working together with other schools and partners. Overall evaluative statements made in this report are arrived at using a range of self evaluation approaches. As the information provided in this report is focussed on attainment/improvements in performance, the resulting findings are indicative rather than conclusive. 2.3 The Standard Tables and Charts (STACs) analysis tool was discontinued in 2013 and replaced by the new Insight analysis tool which deals with the attainment of school leavers in four key areas: Improving Attainment in Literacy and Numeracy; Increasing Participation (by improving leaver destinations); Improving Attainment for All; and Attainment Versus Deprivation. 2.4 Child at the Centre and How good is our school?3 are the national frameworks used to evaluate improvements in performance using the Quality Indicator (QI) 1.1. An updated version, How good is our school?4 was published in September
Education, Children and Families Committee – 24 May 2016 Page 3
2015 and will be referred to in future attainment reports. At early level, How Good is our Early Learning and Childcare? will be used from session 2015-16.
3. Main report
3.1 The sections in the report have been aligned as closely as possible to reflect the CfE expectations about progression through levels. Details of the levels can be found in Appendix 1. 3.2 Evaluative statements in this report are based on the Education Scotland, Inspectorate of Education’s six-point scale which can be found in Appendix 2. 3.3 Schools have access to a wide range of assessment/attainment data. Analysis of information to arrive at an overall evaluation is well-established practice. 3.4 Standardised testing across city schools takes place in literacy and numeracy on entry to P1, in reading and mathematics at the end of P4, P7 and S2. Some schools use standardised tests at other stages for internal purposes. We now have sufficient data to be able to track the progress of cohorts of pupils from P4 into P7, and from P7 into S2. 3.5 In 2014-15 schools reported on progress through CfE levels using the terms developing, consolidating and secure. In session 2015-16 schools will report on progress through CfE levels using the language ‘achieving a level’. This is in line with the terminology used nationally by Education Scotland. 3.6 In respect of Scottish Qualifications Authority (SQA) national examinations in the Senior Phase, attainment is expressed in terms of the SCQF. A list of the SQA qualifications included in the framework can be found in Appendix 3. 3.7 Analysis of attainment in the Senior Phase is done using the Insight analysis tool, focusing in particular on four key attainment measures which are listed in Appendix 4.
Pre-School Years 3.8 The purpose of assessment is to provide information which can be used effectively to demonstrate a learner’s progress with learning within CfE levels and to identify and support next steps in learning. 3.9 Staff also share information about a learner’s progress and use it to celebrate achievement. 3.10 A learner’s progress is measured through ongoing observation, assessment and planning for learning.
Education, Children and Families Committee – 24 May 2016 Page 4
3.11 Using Quality Indicator (QI) 1.1 Improvements in Performance from Child at the Centre, overall evaluations of improvements in performance are noted in the tables below:
Table 1: QI 1.1 Evaluations from the City of Edinburgh Council Nursery Classes and Pre-5 Establishments (based on their own self evaluation)
Very Excellent Good Satisfactory Weak Unsatisfactory Good Pre-5 Establishments (Nursery Schools and 0 9 1 0 0 0 Early Years Centres) Pre-5 Partner Provider 3 52 36 5 1 0 Nurseries
Table 2: QI 1.1 Evaluations from Education Scotland Inspections of the City of Edinburgh Council Nursery Classes, Pre-5 Establishments and Partner Provider Nurseries published in academic session 2014-2015
Very Excellent Good Satisfactory Weak Unsatisfactory Good Quality Indicator 1.1 0 3 4 1 1 0 3.12 Key strengths at early level include: 3.12.1 Warm, caring relationships among staff, children, parents and staff is a key strength across the sector. 3.12.2 The quality of the indoor and outdoor environments is frequently mentioned as very good in evaluations. 3.12.3 Good use of the local community is often praised. 3.12.4 The quality of support provided by the local authority is always reflected positively in reports. 3.13 The following areas to secure improvement and next steps have been identified: 3.13.1 Centres need to ensure that they continue to improve the tracking of children’s achievements.
3.14 Overall evaluation of improvements in performance of pre-5 within Early Level is very good.
Education, Children and Families Committee – 24 May 2016 Page 5
Primary Schools – Early to Second Level (P1-P7) 3.15 Using Quality Indicator (QI) 1.1 Improvements in Performance from How good is our school?3 , overall evaluations of improvements in performance in primary schools are noted in the tables below:
Table 3: QI 1.1 Evaluations from the City of Edinburgh Council Primary Schools (based on schools’ own self-evaluation)
Very Excellent Good Satisfactory Weak Unsatisfactory Good Quality Indicator 1.1 0 20 45 17 2 0
Table 4: QI 1.1 Evaluations from Education Scotland Inspections of the City of Edinburgh Council Primary Schools published in academic session 2014-15:
Very Excellent Good Satisfactory Weak Unsatisfactory Good Quality Indicator 1.1 0 2 1 2 1 0
Table 5 below sets out the mean standardised score for Reading and Mathematics in 2014-2015:
Table 5: Mean standardised scores for Reading and Mathematics 2014-15
Mean Standardised Score Mean Standardised Score Stage Reading Mathematics P1 Baseline 102.6 105.4 P1 Progress 109.2 98.6 End of P4 99.8 96.0 End of P7 105.1 96.0
The reading scores for P4 and P7 have increased since 2013-14, as have the mathematics scores for P1, P4 and P7.
Education, Children and Families Committee – 24 May 2016 Page 6
3.16 Figure 1 below shows the progress made in standardised testing in reading and mathematics by P7 pupils in session 2014-15, compared to their performance whilst in P4 (session 2011-12):
Figure 1: progress in Standardised Scores from P4 (2011-12) to P7 (2014-15)
P4 (2011-12) P7 (2014-15)
Reading 100.5 105.1 Mathematics 93 96
Education, Children and Families Committee – 24 May 2016 Page 7
3.17 The graphs below show the percentage of pupils achieving the expected CfE level by end of P1 (Early Level), P4 (First Level) and P7 (Second Level), in literacy and numeracy, based on teacher judgement:
Figure 2: percentage of pupils achieving the expected CfE level in literacy
Literacy 2013-14 2014-15 P1 (Early) 73% 73% P4 (First) 65% 66% P7 (Second) 59% 64%
Education, Children and Families Committee – 24 May 2016 Page 8
Figure 3: percentage of pupils achieving the expected CfE level in numeracy
Numeracy 2013-14 2014-15 P1 (Early) 77% 77% P4 (First) 64% 66% P7 (Second) 59% 61%
3.18 Key Strengths and Successes in Primary Schools: 3.18.1 Whilst the performance of pupils in mathematics is below that in reading, pupils have made better than expected progress in both areas from P4 to P7. 3.18.2 Improvements in performance in literacy at P4 and P7, and in mathematics at P1, P4 and P7 (as measured by standardised assessments). 3.18.3 Improvements in performance in literacy and numeracy at P4 and P7 (based on teacher judgement).
3.19 The following areas to secure improvement and next steps have been identified for Primary Schools: 3.19.1 To ensure effective approaches to assessment and moderation are in place at all levels to enable staff to make reliable, professional judgements of progress through CfE levels and report these confidently to parents; 3.19.2 To continue to focus on improving outcomes for the lowest attaining pupils including Looked After Pupils and Young Carers; 3.19.3 To continue to improve attainment in numeracy in particular; 3.19.4 To continue to improve literacy levels including talking and listening.
Education, Children and Families Committee – 24 May 2016 Page 9
3.20 Overall evaluation of improvements in performance of Primary Schools within Early to Second Level is good.
Secondary Schools 3.21 Using Quality Indicator (QI) 1.1 Improvements in Performance from How good is our school 3? overall evaluations of improvements in performance in secondary schools are noted in the tables below:
Table 6: QI 1.1 Evaluations from the City of Edinburgh Council Secondary Schools (based on schools’ own self-evaluation)
Very Excellent Good Satisfactory Weak Unsatisfactory Good Quality Indicator 1.1 1 8 9 5 0 0
Table 7: QI 1.1 Evaluations from Education Scotland Inspections of the City of Edinburgh Council Secondary Schools published in academic session 2014/15
Very Excellent Good Satisfactory Weak Unsatisfactory Good Quality Indicator 1.1 0 1 1 0 0 0
3.22 The table below shows the mean standardised scores for Reading and Mathematics for S2 learners by the end of 2014-2015.
Table 8: S2 Standardised Scores in Reading and Mathematics 2014-2015
Mean Standardised Mean Standardised Score Stage Score Reading Mathematics End of S2 102.7 98.7
Education, Children and Families Committee – 24 May 2016 Page 10
3.23 Figure 4 below shows the progress made in standardised testing in reading and mathematics by S2 pupils in session 2014-15, compared to their performance whilst in P7 (session 2012-13):
Figure 4: progress in Standardised Scores from P7 (2012-13) to S2 (2014-15)
P7 (2012-13) S2 (2014-15)
Reading 101.2 102.7 Mathematics 94.1 98.7
3.24 Based on teacher judgement of pupil progress, 75% of pupils achieved Level 3 in numeracy by the end of S3 in session 2014-15; this figure was down 1 percentage point on the previous session. 3.25 Based on teacher judgement of pupil progress, 69% of pupils achieved Level 3 in literacy by the end of S3 in session 2014-15; this figure was up 4 percentage points on the previous session. 3.26 In session 2015-16 the Scottish Government will pilot new standardised assessments in numeracy and literacy which will then be available as an aid to support teacher judgement of pupil progress through CfE levels. The plan is for the new assessments to be in use by session 2016-17. 3.27 Key Strengths and Successes: 3.27.1 Whilst the performance of pupils in mathematics is below that in reading, pupils have made better than expected progress in both areas from P7 to S2, with particular improvement in mathematics.
Education, Children and Families Committee – 24 May 2016 Page 11
3.27.2 To support teachers to make valid and reliable assessments of progress through CfE levels, assessment co-ordinators have been identified to work with staff in every school and cluster. 3.27.3 A high quality Professional Learning programme is in place to support the implementation of CfE, with a focus on understanding of CfE assessment standards. This includes sessions on the moderation of standards at school and cluster levels. 3.27.4 The continued success of the Integrated Literacy Strategy which combines universal provision with targeted support. 3.27.5 Training in the Stages of Early Arithmetical Learning (SEAL) methodology has been offered to teachers in secondary schools as a means to improve attainment in numeracy. 3.28 The following areas to secure improvement and next steps have been identified in secondary schools by the end of S3: 3.28.1 To introduce an Integrated Numeracy Strategy to ensure coordinated support and provision in numeracy to match that which is already in place for literacy; 3.28.2 To improve attainment in Mathematics/numeracy in S1-S3; 3.28.3 To continue to improve literacy levels in reading, writing, talking and listening; 3.28.4 To ensure effective approaches to assessment and moderation are in place at all levels to enable staff to make reliable, professional judgements of progress through CfE levels and report these confidently to parents; 3.28.5 To ensure effective arrangements are in place to track and monitor progress through the Broad General Education; 3.28.6 To continue to focus on improving outcomes for the most disadvantaged pupils, in particular Looked After Children and Young Carers.
3.29 Overall evaluation of attainment at the end of the Broad General Education stage taking account of a range of pupil progress measures, assessments and self- evaluation information, is good.
Education, Children and Families Committee – 24 May 2016 Page 12
Secondary Schools – Senior Phase (S4-S6) 3.30 The data from Insight has been used to comment on the attainment measures below.
Improving Attainment in Literacy and Numeracy 3.31 The graph below shows the percentage of leavers attaining literacy and numeracy at SCQF levels 4 and 5, compared to the Virtual Comparator and the national figures, for the last five academic sessions:
Figure 5: the percentage of leavers attaining literacy and numeracy at SCQF level 4 or better and SCQF level 5 or better
Percentage of leavers achieving Literacy and Numeracy at Level 4 Edinburgh, Virtual Year National City of Comparator 2011 71.37 78.75 74.88 2012 71.58 79.77 76.69 2013 73.02 80.20 77.92 2014 77.16 83.24 81.24 2015 84.21 87.15 85.76
Percentage of leavers achieving Literacy and Numeracy at Level 5 Edinburgh, Virtual Year National City of Comparator 2011 48.54 55.39 49.31 2012 50.38 57.01 52.23 2013 50.45 56.43 52.47 2014 53.08 59.91 55.29 2015 57.19 62.62 58.62
Education, Children and Families Committee – 24 May 2016 Page 13
3.32 When comparing performance of leavers in 2014 with performance in 2015, the following strengths are notable: 3.32.1 Percentage point improvement in literacy and numeracy at level 4: there has been a 7 percentage point rise in attainment at this level. 3.32.2 Percentage point improvement in literacy and numeracy at level 5: there has been a 4 percentage point rise in attainment at this level. 3.32.3 There is a clear pattern of improvement: attainment has risen each year since 2011.
Increasing Participation 3.33 In 2010, 82.5% of school leavers achieved a positive destination in City of Edinburgh. 3.34 The graph below shows the breakdown of leaver destinations for session 2014- 15:
Figure 6: leaver destinations for 2015
3.35 In August 2011 the Edinburgh Guarantee was launched and in 2015, the percentage of school levers entering a positive destination was 92.5%, an improvement of 10.0%. 3.36 The 2015 figures for City of Edinburgh are very similar to those of our Virtual Comparator and to the national position.
Education, Children and Families Committee – 24 May 2016 Page 14
Improving Attainment for All 3.37 The graph below shows the average total tariff points for leavers, based on the attainment of the lowest 20%, middle 60% and highest 20%:
Figure 7: Average Total Tariff Points for leavers, session 2014-15
Lowest Middle Highest Establishment 20% 60% 20% Edinburgh, City of 158 867 1902
Virtual Comparator 189 923 1919
National 168 820 1832
3.38 The performance of the middle 36% is 47 tariff points above the corresponding national figure whilst the performance of the highest 20% is 70 tariff points above the corresponding national figure.
Education, Children and Families Committee – 24 May 2016 Page 15
3.39 The graphs below compare the attainment for each of these three groups over the past three sessions. Note the improving trend for all groups.
Figure 8: comparison of lowest attaining 20% over last three sessions
Figure 9: comparison of middle attaining 60% over last three sessions
Education, Children and Families Committee – 24 May 2016 Page 16
Figure 10: comparison of highest attaining 20% over last three sessions
Lowest Middle Highest 20% 60% 20% 2012-13 125 785 1857 2013-14 148 844 1872 2014-15 158 867 1902
Education, Children and Families Committee – 24 May 2016 Page 17
Attainment versus Deprivation 3.40 The graph below shows the average total tariff points for leavers, broken down by SIMD decile, compared to the corresponding national figures. The total for SIMD decile 5 is notably below the national total.
Figure 11: comparison of average total tariff points for school leavers by SIMD decile
SIMD decile 1 2 3 4 5 6 7 8 9 10 Edinburgh, City of 565 593 621 732 653 806 1010 1026 1156 1324 National 574 647 695 790 847 920 980 1051 1157 1289
Education, Children and Families Committee – 24 May 2016 Page 18
The graphs below compare the attainment of leavers from the most deprived 30% (SIMD deciles 1-3) with that of the least deprived 30% (SIMD deciles 8-10) for the past three sessions by considering the percentage of leavers who have gained at least one qualification at SCQF levels 3, 4, 5 and 6.
Figure 12: percentage of school leavers gaining one or more qualifications at SCQF Level 3 or better in 2014-15
2012/13 2013/14 2014/15 Least deprived 99% 99% 99% Most deprived 95% 96% 97%
3.41 The “attainment gap” has decreased over the three sessions for each of these measures, with particular success at SCQF levels 3 and 4.
Education, Children and Families Committee – 24 May 2016 Page 19
Figure 13: percentage of school leavers gaining one or more qualifications at SCQF Level 4 or better in 2014-15
2012/13 2013/14 2014/15 Least deprived 99% 98% 99% Most deprived 90% 91% 94%
Figure 14: percentage of school leavers gaining one or more qualifications at SCQF Level 5 or better in 2014-15
2012/13 2013/14 2014/15 Least deprived 94% 93% 95% Most deprived 69% 72% 72%
Education, Children and Families Committee – 24 May 2016 Page 20
Figure 15: percentage of school leavers gaining one or more qualifications at SCQF Level 6 or better in 2014-15
2012/13 2013/14 2014/15 Least deprived 78% 78% 83% Most deprived 34% 41% 43%
3.42 Key Strengths and Successes: 3.42.1 The five-year improving trend in literacy and numeracy at levels 4 and 5; 3.42.2 The performance of the middle-attaining 60% and highest-attaining 20% of leavers are above the national figures. 3.42.3 The performance of the lowest-, middle- and highest-attaining leavers has improved year on year for the last three academic sessions; 3.42.4 The “attainment gap” has decreased over the last three sessions, with particular success at SCQF levels 3 and 4.
3.43 Overall evaluation of attainment by school leavers for session 2014-15, taking account of progress and self-evaluation information, is good.
3.44 The following areas to secure improvement and next steps have been identified in secondary schools in the senior phase: 3.44.1 To improve numeracy in S4, S5 and S6; 3.44.2 To continue to raise attainment in literacy in S4, S5 and S6
Education, Children and Families Committee – 24 May 2016 Page 21
3.44.3 To increase the number of learners gaining level 5 qualifications in literacy and numeracy; 3.44.4 To continue to improve the number of pupils moving into positive destinations; 3.44.5 To improve the average total tariff points for leavers, with a particular focus on the lowest attaining 20%; 3.44.6 To implement tracking using the new SIMD data in order to close the attainment gap, with a particular focus on SCQF levels 5 and 6. Looked After Children (LAC) 3.45 In the academic session 2014-15, 51 City of Edinburgh leavers were classified as “Looked After Children” (LAC) compared to a national figure of 914. 29 out of these 51 LAC leavers left school at the end of S4. 3.46 90% of LAC leavers achieved one or more qualifications at SCQF level 3 or better for session 2014-15; this is 4 percentage points above the national figure of 86%. 3.47 75% of LAC leavers achieved one or more qualifications at SCQF level 4 or better for session 2014-15; this is 1 percentage point above the national figure of 74%. 3.48 69% of these LAC leavers achieved a positive destination, compared to a national figure of 75%. 3.49 20% of LAC leavers achieved one or more qualifications at SCQF level 5 or better for session 2014-15; this is considerably below the national figure of 39%.
Education, Children and Families Committee – 24 May 2016 Page 22
3.50 The graphs below compare the attainment of LAC leavers in City of Edinburgh with the attainment of all leavers in City of Edinburgh for the past three sessions..
Figure 16: percentage of school leavers gaining one or more qualifications at SCQF Level 3 or better in 2014-15 (LAC leavers compared to all leavers)
2012/13 2013/14 2014/15 All school leavers 97% 98% 98% Looked after school leavers 80% 84% 90%
3.51 Improvements are evident at SCQF levels 3 and 4; there is no clear pattern at SCQF level 5.
Education, Children and Families Committee – 24 May 2016 Page 23
Figure 17: percentage of school leavers gaining one or more qualifications at SCQF Level 4 or better in 2014-15 (LAC leavers compared to all leavers)
2012/13 2013/14 2014/15 All school leavers 95% 96% 97% Looked after school leavers 64% 62% 75%
Figure 18: percentage of school leavers gaining one or more qualifications at SCQF Level 5 or better in 2014-15 (LAC leavers compared to all leavers)
2012/13 2013/14 2014/15 All school leavers 83% 85% 86% Looked after school leavers 24% 36% 20%
Education, Children and Families Committee – 24 May 2016 Page 24
3.52 A presentation was given to the Members’ Officer Group (MOG) for Looked after children in January 2015 which outlined the strategy to improve outcomes for looked after learners which included three main elements: • a relentless belief that all children can achieve their full potential; • working in partnership to deliver a new senior phase which encourages all pupils to stay on until the end of S6 and enter a positive destination; • high expectations supported by robust tracking and monitoring of attendance and attainment/achievements.
4. Measures of success
Based on a range of evidence: 4.1 Overall evaluation of improvements in performance in the pre-5 sector is very good. 4.2 Overall evaluation of attainment/improvements in performance in primary schools is good. 4.3 Overall evaluation of attainment/improvements in performance in secondary schools is good.
5. Financial impact
5.1 There are no financial implications contained in this report.
6. Risk, policy, compliance and governance impact
6.1 There are no adverse impacts arising from this report.
7. Equalities impact
7.1 There are considered to be no infringements of the rights of the child. 7.2 Tracking of pupil performance by gender and Black Minority Ethnic (BME) is undertaken at school level and there are no adverse impacts.
8. Sustainability impact
8.1 None.
Education, Children and Families Committee – 24 May 2016 Page 25
9. Consultation and engagement
9.1 Consultation and engagement took place with school senior managers and officers within the local authority.
10. Background reading/external references
Attainment Report 2007-2008, 17 March 2009 Attainment Report 2008-2009, 18 March 2010 Attainment Report 2010, 25 January 2011 Attainment Report 2011, 15 November 2011 Standards and Quality Report 2012, 9 October 2012 Educational Attainment/Improvements in Performance 2013, 10 December 2013 Educational Attainment 2014, 3 March 2015
Alistair Gaw Acting Executive Director Communities and Families Contact: Sheila Paton, Acting Senior Education Manager E-mail: [email protected] | Tel: 0131 469 3137
11. Links
Coalition Pledges P5 – Seek to ensure the smooth introduction of the Curriculum for Excellence and that management structures within our schools support the new curriculum. Council Priorities CO2 – Our children and young people are successful learners, confident individuals and responsible citizens making a positive contribution to their communities. CO3 – Our children and young people in need, or with a disability, have improved life chances. Single Outcome SO3 – Edinburgh's children and young people enjoy their Agreement childhood and fulfil their potential. Appendices Appendix 1 – Progression through CfE levels Appendix 2 – Education Scotland performance scale Appendix 3 – SQA qualifications by SCQF level Appendix 4 – The new attainment measures
Education, Children and Families Committee – 24 May 2016 Page 26
Appendix 1
Progression through Curriculum for Excellence levels.
Curriculum Level Stage
Early The pre-school years and S1
First To the end of P4
Second To the end of P7.
Third/Fourth S1 to S3 (Fourth level broadly equates to SCQF level 4)
Senior Phase S4 to S6, and college or other means of study
Education, Children and Families Committee – 24 May 2016 Page 27
Appendix 2
Education Scotland scale for evaluating performance:
Excellent Outstanding or sector leading (Level 6)
Very Good Major strengths (Level 5)
Good Important strengths with areas for improvement (Level 4)
Satisfactory Strengths just outweigh weaknesses (Level 3)
Weak Important weaknesses (Level 2)
Unsatisfactory Major weaknesses (Level 1)
Education, Children and Families Committee – 24 May 2016 Page 28
Appendix 3
List of SQA qualifications included in Scottish Credit and Qualifications Framework.
SCQF level Qualifications included
Level 3 National 3
Level 4 National 4, Intermediate 1
Level 5 National 5, Intermediate 2
Level 6 Higher at grades A-C
Level 7 Advanced Higher at grades A-C
(Intermediate 1 and Intermediate 2 qualifications will no longer be offered by SQA from session 2015-16 onwards.)
Education, Children and Families Committee – 24 May 2016 Page 29
Appendix 4
The new attainment measures
Prior to Curriculum for Excellence it was standard practice for all pupils in S4 to be presented for SQA qualifications at appropriate levels. Under CfE schools and partners are able to offer greater personalisation and choice in the Senior Phase (S4 to S6) in a range of ways, for example by designing the Senior Phase as a three-year experience rather than planning each year separately, or by delivering qualifications over a variable timeframe in response to young people’s needs and prior achievements.
It is therefore important that we look at the attainment of young people at the point of exit from school (leavers), not at some specific point during their school career (e.g. in S5) or in specific qualification types (e.g. Highers). The Scottish Government national tool for analysing pupil attainment, Insight, analyses the attainment of school leavers (combining those from S4, S5 and S6) against a number of new attainment measures.
The four key measures now used for measuring the attainment of leavers are: • Improving Attainment in Literacy and Numeracy: the percentage of leavers attaining literacy and numeracy at SCQF level 4 or better and SCQF level 5 or better;
• Increasing Participation: the percentage of leavers achieving a positive initial destination (approximately three months after leaving school);
• Improving Attainment for All: the average total tariff points of leavers based on the attainment of the lowest performing 20%, middle 60% and highest 20%.
• Attainment Versus Deprivation: tackling disadvantage by improving the attainment of pupils from the most deprived areas relative to pupils from the least deprived areas: the average total tariff points of leavers, by decile, using the Scottish Index of Multiple Deprivation (SIMD).
Education, Children and Families Committee – 24 May 2016 Page 30
Education, Children and Families Committee
10am, Tuesday 24 May 2016
Communities and Families Capital Asset Management Programme 2014-2019 - Year 2 Progress Report on Highest Priority Poorest Condition Establishments
Item number Report number Executive/routine Wards
Executive summary
This report provides an update on progress with the delivery of the Communities and Families five year asset management improvement plan for highest priority - poorest condition establishments, as approved by Committee in December 2013. The update is a forecast position up to the end of year two, March 2016.
Links
Coalition pledges P3, P30 Council outcomes CO15, CO19 Single Outcome Agreement SO4
Report
Children and Families Capital Asset Management Programme 2014-2019, Year 2 progress update on progress with the poorest condition establishments
Recommendations
1.1 The Education, Children and Families Committee is requested to:
1.1.1 Note the significant progress made in delivering the schedule of works designed to upgrade the ‘C’ condition rates schools to ‘B’ (satisfactory). 1.1.2 Note the progress made with B condition schools to prevent risk of deterioration to C condition; 1.1.3 Note that further asset management works are progressed for properties based on the future expected lifespan of the building, and 1.1.4 Note that should unforeseen issues or emergencies arise over the course of the (five year) programme, it may require reprioritisation of the later years spend.
Background
2.1 In December 2013, the Education, Children and Families Committee approved a five year programme of investment in the Children and Families estate, via the Asset Management Works budget, amounting to £31.56million. 2.2 The scope of work was determined from 2012/13 condition survey information and prioritised on the basis of need. Of the 173 properties surveyed: One property was identified as Condition D (Bad); 15 of the properties were identified as Condition C (Poor); and Eight of the properties were identified as Condition B (Satisfactory), but requiring significant investment to prevent deterioration to Condition C. 2.3 Priority against the £31.56 million spend was given to funding: Essential health and safety, wind and water tight requirements across the estate; The poorest C condition rated establishments; and B condition rated establishments which needed significant investment to prevent deterioration to C condition. Education, Children and Families Committee – 24 May 2016 Page 2
2.4 In addition to the original approved programme, further works to address C condition elements have been identified from more recent surveys. A sixth year of funding was approved by Council in February 2015, which added an extra £11m into the revised programme. 2.5 The Children and Families Asset Management Plan 2014 identified the need for condition data to be reviewed on a regular basis. A survey team was established in 2015 to undertake a five year rolling programme of council wide condition surveys, which will allow for this update in due course. 2.6 This report has been prepared to summarise progress against the original approved five year asset management works programme.
Main report
Progress against the improvement programme 3.1 Good progress continues to be made in delivering the five year programme of asset investment works in the Communities and Families estate to complement other projects under the core Capital Investment Programme. 3.2 The single establishment identified as Condition D in the 2012/13 survey was Duncan Place Resource Centre. Whilst this facility was forced to close, the Communities and Families Service now have plans to rebuild a new gym and nursery for Leith Primary School, and the potential community asset transfer of the community aspects of the building are being considered. 3.3 The 2012/13 surveys identified five secondary schools as condition C. Of these, three form part of the Wave 3 replacement programme; James Gillespie’s, Boroughmuir and Portobello High Schools. Phase 1 of James Gillespie’s complex is now operational and phase 2 is scheduled for later in 2016, as are Boroughmuir and Portobello. All three new schools will be rated condition A on completion. 3.4 Of the primary schools identified as condition C in 2012/13, St John’s RC Primary will be replaced under Wave 3 and occupy part of the existing Portobello High School site. The school will be rated Condition A on completion. 3.5 The table in Appendix 1 summarises progress against the original programme of Asset Management Works for C condition establishments that were considered to be in the poorest condition: Abbeyhill; Blackhall; Gilmerton; Holy Cross RC; Nether Currie; St Cuthbert’s RC; St John Vianney RC and Stenhouse Primary Schools; Queensferry High School ( now planned for replacement) and Wester Hailes Education Centre;
Education, Children and Families Committee – 24 May 2016 Page 3
Hope Cottage and Tynecastle Nurseries (Tynecastle is now planned for replacement associated with a land transaction with Heart of Midlothian Football Club); Gorgie War Memorial Hall; Craigentinny Community Centre and Gracemount Youth Centre. Note that several of the projects are expected to be completed prior to their original scheduled date. 3.6 The 2012/13 surveys also identified a number of B rated establishments which required significant early investment to prevent deterioration to C condition. 3.7 The table in Appendix 2 summarises progress against the original programme of works for B condition schools requiring significant investment; Currie and Liberton High Schools and Trinity Academy; Broughton; Davidson Mains; Gracemount; Prestonfield and Royal Mile Primary Schools. The table also demonstrates good progress against original targets. Review of Prioritisation of Investment Requirements 3.8 It is anticipated that the current situation will prevail, whereby the need for asset management and revenue maintenance works will be greater than available budgets can address. A prioritisation matrix has therefore been prepared as shown below (with red denoting action required).
Priority of Works Priority of Buildings P1 (Immediate) P2 (Yrs 1-2) P3 (yrs 3-5) Must Do Should Do Would Do BP1 BP2 BP3 BP4 BP5 BP6
3.9 As per existing practice, top priority will be given to addressing immediately essential issues as shown in the table below:
Priority Description Rating P1 Must Do (immediate) - To address essential H&S/ comply with law/ avoid service disruption P2 Should Do (within years 1 and 2) - To achieve/ maintain basic standards P3 Would Do (within years 3 to 5) - Desirable works If affordable
3.10 Once essential issues have been addressed, allocation of remaining budget will be prioritised based on the expected future operational needs for the facility as determined by Communities and Families. The following table shows the priority ranking to be adopted:
Education, Children and Families Committee – 24 May 2016 Page 4
Priority of Buildings
BP1 Operational buildings expected to be fully occupied in the long term
BP2 Operational buildings expected to be fully occupied in the medium term
BP3 Operational buildings currently under review
BP4 Operational structures (other than buildings) expected to be retained in the long-term
BP5 Operational structures (other than buildings) not expected to be retained in the long-term
BP6 Other property assets
3.11 Surveys undertaken since 2013 have also identified a need to review prioritisation of works set out below. 3.12 Additional 30 year condition assessments were carried out for the six secondary schools identified for consideration as part of the Wave 4 process: Balerno; Currie; Leith; Liberton, Trinity and Wester Hailes. 3.13 This was reported to Council in August 2015 and at the following link: http://www.edinburgh.gov.uk/download/meetings/id/47905/item_83_- _future_investment_in_the_school_estate_%E2%80%93_wave_4 3.14 The outcome of the updated Wave 4 Secondary School surveys is summarised within the table in Appendix 3. 3.15 It will be noted that the overall condition ratings for some of the six schools have changed as a result of the surveys; Balerno and Trinity have deteriorated from B condition ratings to C; Wester Hailes condition rating has improved from C to B (following recent works); and Although Leith condition rating has remained at B, significant further investment is recommended. 3.16 Much of the change in condition ratings is due to deterioration in the performance of mechanical and electrical (M&E) systems. The absence of a planned preventative maintenance budget has contributed to this deterioration and many of these M&E systems are approaching or exceeding their life expectancy and at risk of failure. 3.17 The Wave 4 process also concluded that more detailed feasibility studies are required, once future capacity requirements have been assessed, to determine whether refurbishment or new build might be required. It is proposed that the specification of further Asset Management improvements is based on the future expected lifespan of the building. 3.18 Updates of the 2009 condition surveys for Benmore and Lagganlia Outdoor Centres have resulted in the following; Benmore condition rating for the main building has changed from B condition to C.
Education, Children and Families Committee – 24 May 2016 Page 5
Lagganlia remains B condition rated, however further significant investment is required. 3.19 It is recommended that only essential health and safety works are programmed for Outdoor Centres and Community Centres until the outcome of the service review and estate review has been concluded. New Deficiencies/ Deterioration 3.20 A considerable number of new projects have been introduced into the programme as a result of a series of more detailed surveys, including high level stone work inspections, to address health and safety, wind and water tight or plant failure issues which impact on service operations. These are also summarised in the table in Appendix 3 and include: Sciennes, Leith, and Leith Walk Primary Schools stonework repairs, and catastrophic boiler failure at Leith Academy and Prestonfield Primary. The limited available revenue maintenance budget and absence of a planned preventative maintenance budget is likely to result in further deterioration being identified in new surveys over time. 3.21 A number of Temporary Units across the school estate have also been assessed as poor condition and reaching or exceeded their life expectancy. Assessment is required by Communities and Families to determine the current operational use and whether this accommodation is core to meet schools’ capacity requirements. 3.22 A number of Community Centres have also been deemed in a poorer condition than previously reported, in particular Inch, Craigentinny, Juniper Green and Gracemount Youth Centre. Again, it is recommended that only essential health and safety works are programmed until the outcome of the service review and estate review has been concluded. Summary of Capital Expenditure and Project Slippage 3.23 The total approved five year budget aIlocation for ‘C’ and ‘B’ condition rated establishments was £18.677m and the forecast outturn position at the end of March 2019 is anticipated to be nearer £22.756m due to additional funding being aligned to these schools. The overall five year improvement programme remains on target for completion by March 2019. 3.24 The combined two year budget allocation for C and B condition rated establishments was £8.657m.The forecast combined outturn position at the end of March 2016 is £8.386m. Priority has been given to addressing C rated establishments, with more B rated issues being addressed in later years. 3.25 An additional budget was allocated to address the poorest condition playgrounds and toilets identified from the original 2013 condition data, as reported to Education, Children and Families committee in October 2015. A number of the poorest condition schools will also benefit from this additional investment, as follows: Secondary Schools - Currie, Liberton, Trinity, Wester Hailes. Primary Schools - Holycross, Royal Mile, St John Vianney.
Education, Children and Families Committee – 24 May 2016 Page 6
Measures of success
4.1 The categorisation of more Children and Families establishments as ‘A’ or ‘B’ within five years. 4.2 Maximising the capital spend within the programme and reduced programme slippage.
Financial impact
5.1 Capital expenditure will be contained within the overall five year asset management budget allocation. 5.2 It is anticipated the capital investment will have a positive impact on the revenue repairs and maintenance budget pressures. 5.3 It is estimated that there is sufficient funding to address around half of the Communities and Families capital backlog maintenance identified in the original surveys. Funding has been prioritised to address the worst first, however further deterioration may create a further unfunded pressure.
Risk, policy, compliance and governance impact
6.1 The Council has a legislative obligation to ensure Health & Safety and statutory compliance is met across the entire property portfolio, and the programme is prioritised to ensure this is met.
Equalities impact
7.1 The approved programme of work will improve environmental conditions and safety for all service users. 7.2 Some projects in the programme may cause some temporary disruption to day to day operations during the construction period. Consultation with the local management teams prior to starting on site ensures any health and safety implications are risk assessed and disruption is kept to a minimum.
Sustainability impact
8.1 There are positive impacts on carbon, adaptation to climate change and sustainable development arising directly from this report, in terms of the upgrades brought about in these buildings as a result of this investment and the way it is implemented.
Education, Children and Families Committee – 24 May 2016 Page 7
Consultation and engagement
9.1 Priorities were agreed in consultation with Communities and Families. Regular monthly meetings are held to provide progress updates and discuss any operational issues as a consequence of the planned works. 9.2 Engagement is ongoing with the individual establishments included in the programme to agree the timing of the individual proposals to ensure minimal disruption to the service.
9.3 Customer satisfaction surveys will be issued on completion of the various work packages at appropriate stages.
Background reading/external references
10.1 Scottish Government guidance: The Condition Core Fact: Building Our Future: Scotland’s School Estate 10.2 Children and Families Capital Asset Management Programme Priorities 2014-15 – Report to Council 10 December 2013
Hugh Dunn Acting Executive Director of Resources Contact: John Clarke, Estates Group Leader, Strategic Asset Management E-mail: [email protected] | Tel: 0131 469 3338 Links
Coalition pledges P3 - Rebuild Portobello High School and continue progress on all other planned school developments, while providing adequate investment in the fabric of all schools. P30 - Continue to maintain a sound financial position including long-term financial planning.
Council outcomes CO15 - The public is protected. CO19 - Attractive Places and Well Maintained – Edinburgh remains an attractive city through the development of high quality buildings and places the delivery of high standards and maintenance of infrastructure and public realm.
Single Outcome SO4 – Edinburgh’s communities are safer and have improved Agreement physical and social fabric.
Education, Children and Families Committee – 24 May 2016 Page 8
Appendices Appendix 1 – AMW Progress Summary - C condition establishments. Appendix 2 – AMW Progress Summary - B condition establishments requiring significant expenditure. Appendix 3 – Summary of 2014-15 Condition Survey Updates and Resultant Actions.
Education, Children and Families Committee – 24 May 2016 Page 9
APPENDIX 1 C condition establishments: Progress Summary for 2014-19 Original Programme Note: Programme is RAGed, blue denotes performance has exceeded expectations
Current Status
Property Target Date R A G Comments
WHEC March ’19 Significant progress has been made. Remains on target for completion by March 2019.
Queensferry High School March ’19 H&S works completed only. Remainder of works on HOLD due to planned replacement.
Abbeyhill Primary School March ’19 5 year programme of works anticipated to be complete by summer 2016 ahead of schedule.
Blackhall Primary School March ’19 Approved scope of work remains on target for completion by end of March 2019.
Gilmerton Primary School March ’19 Approved scope of work remains on target for completion by end of March 2019.
Holy Cross Primary School March ’19 5 year programme of works anticipated to be complete by summer 2016 ahead of schedule.
Nether Currie Primary March ’19 5 year programme of works anticipated to be School complete by summer 2016 ahead of schedule.
St Cuthbert’s Primary March ’19 Approved scope of work remains on target for School completion by end of March 2019.
St John Vianney Primary March ’19 5 year programme of works anticipated to be School complete by summer 2016 ahead of schedule.
Stenhouse Primary School March ’19 Approved scope of work remains on target for completion by end of March 2019.
Hope Cottage Nursery March ’19 Approved scope of work remains on target for completion by end of March 2019.
Tynecastle Nursery Removed from programme – due to planned replacement Nursery.
Craigentinny Community March ’19 Phase 1 repairs complete. Remaining work on Centre HOLD pending review of Community facilities.
Gorgie War Memorial Hall March ’19 5 year programme of works anticipated to be complete by Easter 2016 ahead of schedule.
Gracemount Youth Centre March ’19 Approved scope on HOLD pending review of Community facilities.
Education, Children and Families Committee – 24 May 2016 Page 10
APPENDIX 2 B condition establishments requiring significant investment: Progress Summary for 2014-19 Original Programme
Current Status
Property Target R A G Comments Date
Currie High School March’19 Approved scope of works remains on programme for completion March 2019.
Liberton High School March’19 Approved scope of works remains on programme for completion March 2019.
Trinity Academy March’19 Essential H&S works only will be progressed until the outcome of the Wave 4 feasibility study is finalised.
Broughton Primary March’19 Approved scope of works remains on School programme for completion March 2019.
Davidsons Mains Primary March’19 Approved scope of works remains on School programme for completion March 2019.
Gracemount Primary March’19 Approved scope of works remains on School programme for completion March 2019.
Prestonfield Primary March’19 5 year programme of works anticipated to be School complete by summer 2016 ahead of schedule. However due to unforeseen heating failure, heating replacement will be carried out on a phased basis over the next 2-3 years.
Royal Mile Primary March’19 Approved scope of works remains on School programme for completion March 2019.
Education, Children and Families Committee – 24 May 2016 Page 11
APPENDIX 3 Summary of 2014 -15 Condition Surveys and Resultant Actions
Property Survey Main Findings Action Taken Date
Balerno High March’ 15 Condition rating downgraded Further window replacement has been School from B to C following 30 year completed since the date of the condition plan survey. survey. Original mechanical and Further investment is being considered electrical services are now at the as a priority from future years budget end of their life expectancy and allocation. at risk of imminent failure.
Currie High March ’15 Condition rating remains B Original approved asset management School following 30 year plan survey. programme should maintain this property in a satisfactory condition barring any
unforeseen failures.
Leith March ’15 Condition rating remains B Replacement boilers and plant room Academy following 30 year plan survey. improvements have been completed since the date of the condition survey. Significant further investment is recommended. Further investments being considered as a priority from future years budget allocation.
Liberton March ’15 Condition rating remains B Original approved asset management High School following 30 year plan survey. programme should maintain this property in a satisfactory condition barring any unforeseen failures.
Trinity March’15 Condition rating downgraded Original approved asset management Academy from B to C following 30 year programme will be reduced to address plan survey. immediate H&S issues only. Original electrical services are Further phases of asset management now at the end of their life works will remain on HOLD until the expectancy and at risk of outcome of the Wave 4 feasibility is imminent failure. completed to determine whether refurbishment or new build is required.
Wester March’15 Condition rating upgraded from Continue to progress all remaining Hailes C to B. original scope of works. Education Improved condition rating is a Additional £3 million allocated. Centre result of asset management works completed to date.
Education, Children and Families Committee – 24 May 2016 Page 12
Benmore April ‘15 Condition rating downgraded Essential H&S works only are being Outdoor progressed until the outcome of the from B to C. Centre review of Outdoor Centres is complete. Original mechanical and electrical services are now at the end of their life expectancy and at risk of imminent failure.
Lagganlia Oct’15 Condition rating remains B Fire upgrade works is on site however Outdoor will only be partially complete due to Significant further investments Centre further asbestos being identified. recommended Essential H&S works only are being progressed until the outcome of the review of Outdoor Centres is complete.
Sciennes Stonework defects identified Immediate health & safety works Primary from survey at height. addressed from revenue maintenance School budget.
Leith Stonework defects identified Immediate health & safety works Primary from survey at height. addressed from revenue maintenance School budget.
Leith Walk Stonework defects identified Immediate health & safety works Primary from survey at height. addressed from revenue maintenance School budget.
Leith Boiler failure. Remedial works approved from AMW Academy budget.
Prestonfield Boiler failure. Remedial works approved from AMW Primary budget. School
Inch House More detailed surveys identified Future of facility under review. Essential Community need for significant spend if only health & safety work to be Centre facility to remain operational. undertaken until future of facility determined.
Craigentinny Rated C condition Awaiting outcome of service and estate Community review Centre
Colinton Further deterioration of roof Remedial works approved from AMW Community covering resulting in repeated budget. Centre ingress of water.
Gracemount Rated C condition Awaiting outcome of service and estate Youth review Centre
Education, Children and Families Committee – 24 May 2016 Page 13
“C” rated More detailed surveys and AMW budget allocation increased. Playgrounds subsequent tender prices resulted in substantial increase in project costs.
“C” rated More detailed surveys and AMW budget allocation increased. Toilets subsequent tender prices resulted in substantial increase in project costs.
TUs across Several TUs have assessed as Further assessment required by C&F to school poor condition and determine current operational use and estate reaching/exceeding life future core need for each of these TUs. expectancy.
Education, Children and Families Committee – 24 May 2016 Page 14
Education, Children and Families Committee
10am, Tuesday, 24 May 2016
Children and Families Asset Management Plan 2014 -
Update
Item number Report number Executive/routine Executive Wards All
Executive summary
The Scottish Government requires that education authorities regularly update their Asset Management Plans. On 9 December 2014 Committee approved the Children and Families Asset Management Plan 2014 and noted the intention to provide an update to Committee every six months on progress in delivering the action plan. Previous updates have been submitted to Committee on 19 May 2015 and 8 December 2015. The purpose of this report is to provide the third update regarding the delivery of the action plan with a fully updated plan to be completed for consideration in December 2016.
Links
Coalition pledges P4 Council outcomes CO1 and CO2 Single Outcome Agreement SO3
Report
Children and Families Asset Management Plan 2014 - Update
Recommendations
1.1 Note the update on the action plan detailed in this report. Background
2.1 In 2003 the Scottish Government introduced the requirement for Local Authorities to submit School Estate Management Plans on a regular basis. 2.2 The current plan for the City of Edinburgh Council was approved by Committee on 9 December 2014 and identified the significant capital expenditure that will be made in the Children and Families estate in the next five years. The latest five year Capital Investment Programme between 2016/17 and 2020/21 commits the Council to the delivery of £91m of investment in a range of projects in the Children and Families estate as shown in the table below.
Per CIP Additions Total £’000 £’000 £’000
Early Learning and Childcare 7,818 - 7,818
New Portobello, James Gillespie’s and Boroughmuir 30,519 30,519 High Schools
New St John’s RC Primary School 12,554 - 12,544
New St Crispin’s Special School 6,382 - 6,382
New Primary School in South Edinburgh - 6,000 6,000
Extension to Kirkliston Primary School 1,111 - 1,111
Extensions to four primary schools to accommodate 2,526 - 2,526 the extended entitlement to P1-P3 Free School Meals
Replacement facilities at Duncan Place/Leith Primary 1,981 2,000 3,981 School
Rising Primary School Rolls 6,886 - 6,886
New Queensferry High School 5,774 - 5,774
New Heathervale Young People’s Centre 367 - 367
Replacement of Oxgangs Young People’s Centre - 1,320 1,320
New High School for Craigmillar (early design fees) 618 - 618
Education, Children and Families Committee – 24 May 2016 Page 2
Per CIP Additions Total £’000 £’000 £’000
Replacement of gym facilities at Liberton High School 1,447 - 1,447
New hall at Buckstone Primary School (funded from 100 500 600 section 75 contributions)
Other (including Wave 3 contingency) 2,798 - 2,798
Total 80,881 9,820 90,701
2.3 It should be noted that the figures in the table above exclude a significant level of expenditure relating to a number of the projects shown including (i) any expenditure incurred on projects in 2015/16 or previous years (ii) the Scottish Government funding support for the new James Gillespie’s High School, Boroughmuir High School; St John’s RC Primary School and Queensferry High School and (iii) the capital receipt for the existing St Crispin’s Special School and Castlebrae Community High School sites. 2.4 This report provides a summary of the current status of all Children and Families asset related projects and initiatives through an update of the Children and Families Asset Management Plan 2014 action plan. Appendix 1 includes photographs of some of the building projects which have recently been delivered and photographs and/or artists impressions of some of the buildings which are either already under construction or for which planning applications have recently been, or about to be, submitted.
Main report
3.1 The following table provides an update on the current status of each of the Children and Families Asset Management Plan projects and initiatives which were identified in the action plan:
Action Lead Progress to Date
1 Complete the delivery of the Operational All projects were completed on time and replacement nursery at Support on budget. The new 3G pitch at Fox Duddingston Primary School (School Estate Covert Primary Schools is scheduled to and the new nurseries at Wardie Planning) and be completed during summer 2016. Primary School and Fox Covert Early Years Primary Schools by August 2015
2 Progress the new nurseries and Operational Planning applications have been early years facilities at Granton Support submitted for the new nurseries and early Early Years Centre, Davidson (School Estate years facilities at Granton Early Years Mains, Longstone and Planning) and Centre, Davidson Mains, Longstone, Corstorphine Primary Schools Early Years Corstorphine and Ferryhill Primary during 2015 targeting delivery Schools. The new facilities are expected no later than August 2016 and to be delivered at varying dates between ensure the new St John’s RC January and April 2017. Primary School nursery includes
Education, Children and Families Committee – 24 May 2016 Page 3
Action Lead Progress to Date
provision for under 3’s. Updates regarding progress on the projects to deliver the new St John’s RC Since the publication of the Primary School and the new gym/nursery Asset Management Plan further at Leith Primary School are provided Scottish Government Capital below. Funding was received which Committee approved on 19 May Committee previously approved that the 2015 could be utilised to deliver new Tynecastle Nursery would be further new nurseries at delivered within the existing Tynecastle Tynecastle, Ferryhill Primary Nursery site while the current nursery School and Leith Primary remained operational. The Council was School. recently approached by Heart of Midlothian FC who require the nursery site as part of their proposed redevelopment of Tynecastle Stadium. Consequently, there is a report which is a separate item on the agenda for this Committee which seeks authority to enter into revised redevelopment proposals for the delivery of a new nursery for the Tynecastle area.
3 Complete further city wide Operational Action complete. Report submitted to, analysis of Early Years facilities Support and approved by, Committee on 19 May early in 2015 and report the (School Estate 2015. findings, including a prioritised Planning) and investment programme, to Early Years Committee in March 2015.
4 Deliver the required rising rolls Operational All projects were completed on time for infrastructure within the primary Support August 2015. Seven new stand-alone school estate for August 2015. (School Estate extensions were opened at Clermiston, Planning) Flora Stevenson, Gilmerton, James Gillespie’s, Pentland, Ratho and Wardie Primary Schools. In addition, the new temporary annexe for South Morningside Primary School was opened at the refurbished former Deanbank Resource Centre and additional accommodation was provided through internal reconfigurations at several other schools.
5 Continue to update Committee Operational New accommodation is currently being regularly about rising rolls Support delivered for August 2016 at East Craigs, requirements in the primary (School Estate Fox Covert and St Mary’s (Leith) RC sector and ensure on an annual Planning) Primary Schools. basis there is sufficient capacity As a result of the updated detailed for catchment pupils at every analysis undertaken earlier this year, five school. primary schools were identified which would potentially have difficulty in accommodating demand for P1 catchment places in August 2017. These
Education, Children and Families Committee – 24 May 2016 Page 4
Action Lead Progress to Date
are Bruntsfield, Liberton, Newcraighall, St Margaret’s RC and Trinity Primary Schools. A rising rolls update report is a separate item on the agenda for this Committee. This provides full details regarding the progress in delivering the agreed accommodation solutions for August 2016 and identifies the solutions which are proposed for those schools which are expected to face accommodation pressures in August 2017.
6 Carry out a capacity review of Operational The second stage of the review is in the primary school estate to Support progress. Further detail is provided later assess the implications of the (School Estate in this report. Scottish Government’s new Planning) guidance on capacity.
7 Review the primary rising rolls Operational Complete for 2015. The latest updated projections early in 2015 and Support position for 2016 is the subject of a provide an updated financial (School Estate separate report on the agenda for this forecast to Committee in March Planning) Committee. 2015. Repeat this process in 2016.
8 Subject to Committee approval Operational The statutory consultation period ended carry out a statutory consultation Support on 6 October 2015 with the Outcomes of on the long term education (School Estate Consultation Report having then been solutions for south Edinburgh Planning) considered by full Council on 4 February and submit the consultation 2016. report to Council for Council agreed that Option 1(c) be consideration during 2015. progressed, requiring the establishment of a new double stream primary school including nursery classes on the combined site of the existing South Morningside Primary School, Deanbank temporary annexe and the Oaklands Care Home and necessitating closure of the existing nursery classes of South Morningside Primary School based at Fairmilehead Church Hall. Council noted that the new school was currently estimated to be required by August 2019 which would require the project to be initiated by summer 2016 to allow that delivery timescale to be met and therefore instructed the Acting Executive Director of Resources, Acting Executive Director of Communities and
Education, Children and Families Committee – 24 May 2016 Page 5
Action Lead Progress to Date
Families and Chief Officer, Edinburgh Health and Social Care Partnership to regularly review any changes to the current approved Capital Investment Programme which might allow consideration to be given by Council to identifying the capital (and, in turn, revenue) funding required to deliver this project and the interdependent project to build a care home at Dumbryden. An update on these discussions will be highlighted in the “Capital Monitoring 2015/16 – Outturn and Receipts” report which will be presented to the Finance and Resources Committee in August 2016.
9 Carry out a full assessment of Operational An update report was provided to the impact of rising rolls in the Support Committee on 8 December 2015. Further secondary sector and report the (School Estate work on rising rolls in the secondary findings to Committee in Planning) sector is continuing with a further detailed December 2015. report on projections and potential solutions expected to be presented to Committee for consideration before the end of 2016.
10 Deliver the extension to Head of Phase 1 of the project was completed Kirkliston Primary School Phase Operational during 2015 which delivered a new dining 1 by August 2015 and Phase 2 Support hall, a new gym hall and ancillary by August 2016. Phase 3 only to facilities, a 3G pitch, car parking and two be delivered if required. new GP spaces by adapting the existing building. The vast majority of the funding for the project comes from developer contributions which have now all been received therefore the project will be delivered in its entirety. The construction of phase 2 - the first five classrooms of an eight class extension - is currently underway for completion in August 2016 with phase 3 - the remaining three classrooms - to follow thereafter.
11 During 2015 undertake the Operational A full update regarding this matter is the necessary feasibility work to Support subject of a separate report on the ensure the full implications of the (School Estate agenda for this Committee. education infrastructure projects Planning) required by new LDP development are known and are ready for delivery subject to the
Education, Children and Families Committee – 24 May 2016 Page 6
Action Lead Progress to Date
availability of funding.
12 During 2015 carry out a full Schools and A full update regarding this matter is the review of GME provision in Lifelong subject of a separate report on the Edinburgh and make Learning and agenda for this Committee. recommendations for the future Operational delivery of both primary and Support secondary GME. (School Estate Planning)
13 Subject to Council approval, Head of The developed designs (to RIBA Stage 3) progress the project to deliver a Operational for the new school have now been replacement St John’s RC Support completed and have been very positively Primary School on the adjacent received by both the school and local Portobello High School site once community. it becomes available. Following (satisfactory) completion of a gateway review, the planning application will be submitted very soon. Construction of the new school can only commence once the existing Portobello High School site becomes available and the current high school buildings have been demolished. It is expected that the new school will be opened in March 2018.
14 Deliver the three Wave 3 High Head of James Gillespie’s High School School projects by August 2016 Operational The new teaching block at James Support Gillespie’s High School was delivered on time and opened to pupils in April 2015. It has been very well received. The sports and performance blocks together with the new car parking, all- weather pitch and remaining site landscaping are under construction and will be completed for the start of the new school year in August 2016. Portobello High School
The new Portobello High School is currently under construction. However unfortunately our contractors, Balfour Beatty, informed us that they were unable to meet the planned completion date that would have allowed the new school to have been occupied in August 2016 as had been the intention. The delay has arisen mainly due to issues with securing drainage connections. Work is ongoing to resolve the issues and, in the interim, planning is being
Education, Children and Families Committee – 24 May 2016 Page 7
Action Lead Progress to Date
progressed on the basis that the school will decant into the new building in January 2017. However there remains the possibility that the issues can be resolved more quickly, which is very much the objective. The project team is working closely with Balfour Beatty to establish what the earliest realistic completion date would be. Should an earlier occupation date be possible, the school would decant at the earliest available school holiday period, which would be the October 2016 break. New Park in Portobello
An extensive public consultation process was undertaken by Edinburgh and Lothians Greenspace Trust on ideas for the new park which will be created on the part of the combined site of the existing Portobello High School and St. John’s RC Primary School which remains once the new St John’s Primary School is built. As a result, three potential design options were identified for consideration. In March 2016 the Craigentinny and Duddingston Neighbourhood Partnership approved the preferred design for the new park and also its name which will be ‘Treverlen Park’ (Treverlen being the original name of Duddingston and meaning settlement by the lakes of the reeds). The new park will be delivered as an extension to the project to deliver the new St John’s RC Primary School. The planning process (this will be a ‘major application’ which involves a higher level of public consultation) will be initiated later this year. Boroughmuir High School
The new Boroughmuir High School is under construction and will be completed for October 2016. It is the intention that the school will decant over the 2016 December School break with the pupils moving into the new school at the beginning of the January 2017 school term. The sale of the existing school building
Education, Children and Families Committee – 24 May 2016 Page 8
Action Lead Progress to Date
was approved by the Finance and Resources Committee on 1 May 2015.
15 Deliver the new St Crispin’s Head of Site options are currently being explored. Special School by March 2018 Operational Support
16 Progress the Wave 4 project Head of An update report on Wave 4 was throughout 2015 to identify Operational considered by full Council on 20 August which schools are a priority for Support 2015 which approved that four secondary refurbishment or replacement schools be shortlisted for further should future investment funding consideration. become available. For those four secondary schools the second stage process will be progressed to determine whether refurbishment or new build would be the appropriate intervention. This will be achieved by undertaking feasibility studies to assess any potential suitability and sufficiency improvements that the existing buildings could offer, with extension where necessary, together with an examination of how the building environment and suitability could be upgraded through refurbishment, identifying costs. The feasibility studies will not be progressed until the exercise to establish the future capacity requirements of the four secondary schools has been completed which is expected to be during the remainder of 2016. Once the studies have been completed, the conclusions will be reported to Council together with the recommended approach to prioritisation.
17 Subject to confirmation of Head of In 2014 the Scottish Government invited Scottish Government funding Operational the Council to submit a proposal for the being available, progress the Support school project it would wish to be project to replace Queensferry considered for funding support. It was High School to ensure the confirmed that the Council’s priority project is completed as soon as project to receive funding was possible. Queensferry Community High School which was, and remains, very much in need of replacement. This was approved by Council on 25 September 2014 together with the funding of £11m which it was estimated would be required from the Council to deliver a new school. Following Council approval an application for funding support was submitted to the
Education, Children and Families Committee – 24 May 2016 Page 9
Action Lead Progress to Date
Scottish Government. However, a decision was significantly delayed due to changes in European legislation having an impact on how projects are budgeted for. On 25 January 2016 the Scottish Government announced that the Council will receive funding through the fourth and final phase of its £1.8 billion Schools for the Future Programme towards the replacement of Queensferry Community High School. Due to the way in which the Scottish Government funding support will be provided, the project will require to be a revenue funded project using the same DBFM (Design, Build, Finance and Maintain) contract route as is being used to deliver the new James Gillespie’s High School through Hub South East Scotland Limited. Due to the significant time which has elapsed since Council considered this matter, the projected costs to deliver the project require to be reviewed. In addition, in light of the current and future housing development in the area, the initial capacity requirements for the replacement school also require to be considered together with any future expansion strategy that may be required. The Council is currently working with Hub South East Scotland Limited to progress a detailed feasibility study to provide clarity regarding the scope of the project and the associated costs and funding. Once this has been completed a report will be taken to Council later this year for consideration prior to the project being initiated. In the interim, work is already underway with the school to determine the strategic educational design brief; a process which has been very successfully adopted in the other recent secondary school replacement projects to ensure that the design of the building is informed by a clear educational strategy.
18 Work with Services for Services for A Liaison Group between Children and Communities to ensure Communities Families and Corporate Property meets implementation of the Capital regularly to provide update on progress
Education, Children and Families Committee – 24 May 2016 Page 10
Action Lead Progress to Date
Asset Management Works with the programme. A full update programme regarding this matter is the subject of a separate report on the agenda for this Committee.
19 Deliver the new Blackhall Gym Operational The project to deliver a new gym at by October 2015. Subject to Support Blackhall Primary School was completed Committee approval deliver the (School Estate in December 2015. required infrastructure to Planning & On 9 December 2014 Committee accommodate the extended Corporate approved the delivery of additional entitlement to free school meals. Property) infrastructure to accommodate the extended entitlement to free school meals at Cramond, East Craigs, Sciennes and Towerbank Primary Schools. Working groups were established at each school to progress the projects to deliver the additional accommodation required for which planning applications have now been approved. The new infrastructure is estimated to be delivered for October 2016.
20 Provide regular updates to Head of There has been no change in Council on any developments Operational circumstances since the last update report associated with the provision of Support other than a slight reduction in the a new secondary school in projected cost due to a reduction in the Craigmillar and develop the estimated level of future cost inflation. project as appropriate subject to Whilst a site for the proposed new school the availability of funding. has been identified in the Craigmillar Town Centre, no statutory consultation has yet been undertaken due to the uncertainty regarding when the new school could be delivered which is entirely dependent on the significant current gap in funding for the project being bridged. For the new school to be opened in August 2020 the project would need to be initiated (with all required funding identified) by early 2017. Any delay would result in a further increase in the estimated costs due to additional construction cost inflation. The projected total cost for the new school is now estimated (using reference cost data only and the latest forecast of future construction inflation) to be £28.223m. This is based on an assumed opening date of August 2020; a capacity of 700 (including 100 vocational) and with additional space incorporated to develop
Education, Children and Families Committee – 24 May 2016 Page 11
Action Lead Progress to Date
the ambition of the new school to become a city wide centre of excellence in Science. It further assumes that the balance which requires to be funded is £27.605m with the only existing funding being the £0.618m already in the Capital Investment Programme. This assumes that all other potential sources of funding would only be realised in the longer term. Regarding other sources of funding there are a few possible options to bridge the existing funding gap – profit share from PARC, the proceeds of disposal of the existing school site (once vacated) and some existing Section 75 commitments. The most significant contributor to funding could be from a proposed nearby ‘Edmonstone’ development. Should planning permission be granted there would be an estimated £12m capital receipt to the Council from the sale of the land which the Council owns but over which the developer has a reverse option. The developer has (very publicly) expressed a desire that this funding be used towards the delivery of a new Craigmillar High School. Whereas in previous years it was possible for Council receipts to be ‘ring-fenced’ for specific projects, at its meeting on the 31 October 2013 the Finance and Resources Committee approved that future receipts where either ring-fencing or a 20% allocation to services had not already been agreed would now become a corporate resource to meet future capital expenditure requirements. This policy was subsequently amended at the meeting of the Finance and Resources Committee on 24 September 2015 with 50% of any receipts being earmarked for the funding of repairs and maintenance. The ring-fencing of receipts for specific projects is no longer encouraged and any proposed ring-fenced use of a receipt in this way would be a matter for the Finance and Resources Committee to determine. Even if it was approved that the £12m
Education, Children and Families Committee – 24 May 2016 Page 12
Action Lead Progress to Date
receipt could be applied in full towards the new Craigmillar High School there would still remain a significant funding gap. Discussions will be progressed with PARC regarding the extent and timing of any profit share which they may be able to provide.
21 Deliver the replacement Head of The project to deliver a replacement Greendykes Young People’s Operational Greendykes Young People’s Centre is Centre (Heathervale) by October Support under construction and is scheduled to be 2015. completed on 23 June 2016. Unfortunately this represents a delay to the previously planned completion date of 11 March 2016. The contractor has intimated that this delay has arisen as a result of a number of factors including inclement weather, delays to the timber kit production process and, more recently, delays in the procurement of specialist lintels. The contractor is being challenged to mitigate as much of this delay as possible to ensure that the new building can be occupied at the earliest opportunity.
22 Continue to highlight the need Children's On 29 October 2015 the Finance and for replacement of residential Services Resources Committee approved the care facilities and lead the delivery of a replacement Oxgangs Young delivery of appropriate projects if People’s Centre on the current site with funding becomes available. the proceeds from the sale of Pentland View Close Support Unit being ring- fenced and used as part of the funding package to deliver the project. The project will not be initiated until the receipt from the sale of Pentland View Close Support Unit has been confirmed as being fully receivable which is currently expected to be in August 2016.
23 Continue to provide support to Schools and This is ongoing. parent councils who wish to Lifelong undertake playground Learning improvement projects and ensure that all new nursery and school projects include appropriate playground areas in accordance with current best practice in play development.
Education, Children and Families Committee – 24 May 2016 Page 13
Action Lead Progress to Date
24 Continue to be involved in the Schools and Council officers continue to work with Council wide short life working Lifelong Edinburgh Leisure to allow them to submit group on Sports Facilities. Learning a detailed business case to the Council for consideration regarding which the Corporate Leadership Team has asked that the appropriate diligence be undertaken. A progress report will be taken to the next meeting of the Corporate Policy and Strategy Committee on 17 May 2016.
25 Ensure the review of Community Schools and The Community Learning and Services includes consideration Lifelong Development service will report back to of the Community Centres to Learning the Education, Children and Families ensure where possible future Committee on the work that has been delivery is focused on the assets undertaken to establish what changes which provide the best may be possible in the way that community learning Community Centres are supported across environments. the city. This report will be informed by the work of Corporate Property as part of the property rationalisation work stream within the Transformational Change programme. There are some community centres that require considerable capital investment but no budget exists for this work. The organisational review of Lifelong Learning and Sport may result in new models of working that include co-location of services in fewer buildings, transfer of assets to local organisations or sustaining existing models of operating because they are key to delivering on Locality Improvement Plans.
New On 21 August 2014 Council Head of The replacement PE facilities at Liberton approved gross capital Operational High School are under construction and expenditure of up to £2.5m to Support scheduled to be completed for the start of provide the replacement PE the new school year in August 2016. facilities; welcomed the
significant funding contribution of two-thirds of the gross capital expenditure up to a maximum contribution of £1,666,667 which the Scottish Government has offered towards the cost of providing the replacement PE facilities and approved that the balance of the funding required of up to £833,333 be met from
Education, Children and Families Committee – 24 May 2016 Page 14
Action Lead Progress to Date
the additional General Capital Grant identified for 2015/16. Council also requested a report investigating funding and delivery options for both phases (to include a second phase relating to additional PE accommodation which might be required at the school in the future), including possible options for dual delivery. On 30 September 2014 the Finance and Resources Committee considered a report which responded to that request. Committee approved that the option approved by Council should proceed and that the two other options identified in the report should not be progressed as there was no necessity to deliver any additional PE accommodation at this time and the costs of doing so would be significant.
New On 19 May 2015 the Education, Head of The detailed designs for the new hall have Children and Families Operational been progressed and it is expected that a Committee approved the project Support planning application will be submitted by to deliver a new hall at the end of May 2016. An informal Buckstone Primary School. The consultation session will be held for estimated capital cost of members of the school and local £0.586m will be fully funded community to share the design with them from developer contributions. in advance of the planning application being submitted. The delivery of the new hall will be fully funded from developer The developer contributions are due to be contributions and cannot be paid in four instalments. The first two delivered in phases therefore it instalments have already been received was agreed that the project be and a third requested as the trigger point progressed with the following was met. The last update from the approach to delivery being developers suggested that the final adopted: payment would be made in either October or November 2017. In accordance with i. The detailed design of the new the agreed strategy, the receipt of the final hall would be progressed and instalment would be the trigger point at the project developed to the which the contract to deliver the new hall point where planning consent would be tendered. was secured and all documentation which would be The latest estimate of the total developer required to tender the contract to contributions which would be receivable deliver the new hall was (based on the date of the final payment
Education, Children and Families Committee – 24 May 2016 Page 15
Action Lead Progress to Date
produced. being Q4 2017) is £0.6m. ii. The contract would not be tendered until the full amount of developer contributions had been received. This is important to ensure that there is certainty that the funding to deliver the project is in place and that the extent of this funding is known to ensure that the project will be affordable. iii. The maximum funding available for the new gym hall would be the level of developer contributions which are received. In the event that not all of this funding was required to deliver the new hall, any surplus would be applied towards further accommodation improvements which would be agreed with the school.
New On 6 October 2015 the Head of The necessary listed building consent has Education, Children and Operational now been secured for the proposal to Families Committee approved Support demolish the rear of the Duncan Place the project to deliver building and planning consent has been replacement accommodation at secured for the new building which will be Duncan Place/Leith Primary constructed in its place. School at an estimated capital The necessary amendment to the original cost of £4.081m. This would building warrant (which was approved involve the demolition of the rear when it had been planned to demolish the of the existing Duncan Place entire building) is currently being Resource Centre building and progressed and the demolition works will the provision of a new build gym now be taken forward with a contractor and nursery with the remainder being appointed through one of the of the building being made safe Council’s frameworks. There is a lead and secure for development by time to secure the necessary consent to others. Discussions would be temporarily close the highway to allow the undertaken with the local works to be undertaken which can only be community regarding the progressed by the contractor once possibility of community asset appointed. The current programme transfer being progressed therefore shows these works starting on 9 relating to the part of the existing June 2016 and being completed on 9 Duncan Place building which September 2016. Whilst the majority of would remain with the outcome the works will be undertaken during the of these discussions to be school summer holidays, there will be reported back to Committee at a periods during which the school will be later date. occupied. The health and safety of the users of the school and those in
Education, Children and Families Committee – 24 May 2016 Page 16
Action Lead Progress to Date
neighbouring properties will obviously be of critical importance and the project team will work with the contractor to ensure all necessary measures are taken to ensure this is the case and will work closely with the school to ensure disruption is kept to a minimum. It is expected that the new facilities will be completed in September 2017 however the project team is continuing to explore ways in which that could potentially be accelerated.
3.2 The last Children and Families Asset Management Plan 2014 update report to Committee on 8 December 2015 provided an update relating to two areas of work which are significant in terms of the long term strategic planning approach for the Children and Families estate. These are the review of primary school capacities and the impact of rising rolls in secondary schools. Further work on both projects is continuing. 3.3 The review of planning capacities at primary schools will be complete over the next few months. However, the work has been prioritised at specific schools with visits carried out where required in order to ensure the expected P1 intakes across the estate can be accommodated. The outputs for these specific schools are picked up in the Primary School Estate Rising Rolls report which is a separate item of the agenda for this Committee. 3.4 Rising rolls working groups at several secondary schools have continued with the priority over the last few months focusing on the immediate issues faced by James Gillespie’s High School, the details of which are provided in a separate item on the agenda of this Committee.
Measures of success
4.1 Completion of the action plan identified in the Asset Management Plan.
Financial impact
5.1 Whilst the Asset Management Plan sets out aspirations to improve the Children and Families estate, it is recognised that providing funding for improvements in the current financial climate is extremely difficult. Accordingly, in financial terms the plan should be considered as an overview which sets out priorities for funding as and when it can be identified. 5.2 Any specific financial implications related to projects highlighted within the Asset Management Plan would be considered within reports to the appropriate Committee as and when required.
Education, Children and Families Committee – 24 May 2016 Page 17
Risk, policy, compliance and governance impact
6.1 The recommendations in this report do not impact on an existing policy of the Council and there are no health and safety, governance, compliance or regulatory implications that elected members need to take into account when reaching their decision.
Equalities impact
7.1 There are no negative equality or human rights impacts arising from this report.
Sustainability impact
8.1 There are no impacts on carbon, adaptation to climate change or sustainable development arising directly from this report.
Consultation and engagement
9.1 Consultation requirements related to specific projects highlighted within the Asset Management Plan are provided within reports to the appropriate Committee as and when required.
Background reading/external references
The Children and Families Asset Management Plan 2014 was approved by the Education, Children and Families Committee on 9 December 2014 and previous update reports were considered by Committee on 19 May 2015 and 8 December 2015.
Alistair Gaw Acting Executive Director of Communities and Families
Contact: Crawford McGhie, School Estate Planning Manager E-mail: [email protected] | Tel: 0131 469 3149
Links
Coalition pledges P4 - Draw up a long-term strategic plan to tackle both over- crowding and under use in schools Council outcomes CO1 - Our children have the best start in life, are able to make and sustain relationships and are ready to succeed C02 - Our children and young people are successful learners, confident individuals and responsible citizens making a positive
Education, Children and Families Committee – 24 May 2016 Page 18
contribution to their communities Single Outcome SO3 - Edinburgh’s children and young people enjoy their Agreement childhood and fulfil their potential Appendices 1 Photographs and Images of Capital Projects
Education, Children and Families Committee – 24 May 2016 Page 19
Appendix 1 - Photographs and Images of Capital Projects
Early Years Phase 2
Proposed new Granton Early Years Centre and new nurseries at Davidson Mains, Corstorphine, Ferryhill and Longstone Primary Schools. It should be noted that the final location of the new building at Longstone Primary School is currently subject to discussion with Planning.
Education, Children and Families Committee – 24 May 2016 Page 20
Rising Rolls Phase 4 – to be delivered August 2016
Fox Covert, East Craigs and St Mary’s (Leith) Primary Schools
Education, Children and Families Committee – 24 May 2016 Page 21
New St John’s RC Primary School
Education, Children and Families Committee – 24 May 2016 Page 22
Free Schools Meals
Cramond, East Craigs, Sciennes and Towerbank Primary Schools
Education, Children and Families Committee – 24 May 2016 Page 23
Liberton High School Games Hall Extension
Education, Children and Families Committee – 24 May 2016 Page 24
Extension to Kirkliston Primary School
Education, Children and Families Committee – 24 May 2016 Page 25
New Boroughmuir High School
Education, Children and Families Committee – 24 May 2016 Page 26
New Portobello High School
Education, Children and Families Committee – 24 May 2016 Page 27
New Park on site of Portobello High/St John’s RC Primary Schools
Education, Children and Families Committee – 24 May 2016 Page 28
New James Gillespie’s High School
Education, Children and Families Committee – 24 May 2016 Page 29
New Blackhall Primary School Gym Hall
Education, Children and Families Committee – 24 May 2016 Page 30
New Heathervale Young People’s Centre
Education, Children and Families Committee – 24 May 2016 Page 31
New Gym Hall and Nursery at Leith Primary School
Education, Children and Families Committee – 24 May 2016 Page 32
New Hall at Buckstone Primary School
Education, Children and Families Committee – 24 May 2016 Page 33
Education, Children and Families Committee
10am, Tuesday, 24 May 2016
Local Development Plan Education Infrastructure Update
Item number Report number Executive/routine Executive Wards All
Executive summary
Over the next decade and beyond there is expected to be significant housing development across Edinburgh with the main development areas being identified in the Local Development Plan (LDP). The education infrastructure implications of the expected future housing developments have been assessed based on eleven zones across the city and include the potential for the delivery of eight new primary schools and a new secondary school to be required together with extensions to many existing schools. The purpose of this report is to update Committee regarding the anticipated education infrastructure implications of the expected future housing developments. The report advises Committee of the actions which require to be progressed now to ensure that any required new education infrastructure and/or catchment reviews can be delivered on a timely basis. It seeks approval to progress informal consultations regarding those actions in advance of taking any proposals to Committee for approval prior to either being implemented, or in advance of any required statutory consultation being undertaken in advance of implementation.
Links
Coalition pledges P4 Council outcomes CO1 and CO2 Single Outcome Agreement SO3
Report
Local Development Plan Education Infrastructure Update
Recommendations
1.1 Note the content of this report and the significant level of new education infrastructure which it is anticipated will be required as a result of the pupils expected to be generated from new housing development throughout the city in the coming years. 1.2 Note that the new education infrastructure assessment is based on the most up to date indication of future housing numbers provided by the Council’s Planning Service and that a further assessment and update of the required actions will be carried out once the recommendations of the Scottish Government’s planning reporter are received. 1.3 Approve that informal consultations be undertaken regarding those actions which require to be progressed now to ensure that any required new infrastructure and/or catchment reviews can be delivered on a timely basis. 1.4 Note that any changes proposed to the education infrastructure would be taken to Committee for approval prior to either being implemented, or in advance of any statutory consultation which may be necessary being undertaken in advance of implementation.
Background
2.1 In June 2014 an Education Infrastructure Appraisal was published as a supporting document for the Second Proposed Local Development Plan (LDP). This appraisal provided details of the changes to the primary and secondary education infrastructure that would be required to accommodate the expected pupil generation from the new developments proposed in the LDP across the city. These infrastructure requirements were then included as actions in the LDP Action Programme. 2.2 On 3 December 2015 the Planning Committee approved new guidance on Developer Contributions and Affordable Housing. This guidance required that the 2014 Education Infrastructure Appraisal be updated with a new assessment taking cognisance of not just all LDP sites but also considering the education infrastructure implications of known brownfield sites with windfall development potential and any other sites with planning permission for housing.
Education Children and Families Committee – 24 May 2016 Page 2
2.3 The new assessment divided the city into eleven zones based on school catchment areas and for each zone the necessary additional education infrastructure required has been assessed. In each zone assumptions have been made regarding the amount, type and location of housing land that is likely to be developed in the future. The impact of the pupils estimated to be generated by this housing land capacity has then been assessed against the current education infrastructure within each zone. The eleven zones are shown in the following map.
2.4 Based on this assessment additional education infrastructure requirements, or ‘actions’, have been identified for each zone. Each zone has its own ‘financial model’ which sets out the infrastructure actions and their costs and generates a cost per flat and house which forms the basis for developer contributions. The cost per flat and house is directly linked to the actions required to increase education capacity in the relevant zone with contributions to be secured through legal agreements. The latest education infrastructure actions which have been assessed as being necessary for each zone are detailed in Appendix 1. 2.5 In summary, the potential extent of the new education infrastructure required is currently estimated to be eight new primary schools at various locations across the city, a new secondary school in West Edinburgh and extensions to many existing primary and secondary schools (both denominational and non- denominational). 2.6 The establishment of any new school, its location and catchment area would require a statutory consultation to be undertaken in accordance with the requirements of the Schools (Consultation) (Scotland) Act 2010 as amended by the Children and Young People (Scotland) Act 2014. In due course the necessary statutory consultations will require to be progressed in line with the
Education Children and Families Committee – 24 May 2016 Page 3
build out of the associated housing developments. In some zones, statutory consultations will require to be undertaken relating to changes which are also anticipated to be required to existing catchment areas to align development areas to alternative existing primary, and sometimes secondary, catchment areas. 2.7 Since June 2015 the LDP has been the subject of a public examination by a Scottish Government Planning Reporter and the recommendations resulting from this process are now expected to be provided to the Council at the end of May 2016. While at present the new education infrastructure assessment is based on the most up to date indication of future housing numbers provided by the Council’s Planning Service, a further assessment and update of the required actions will be carried out once the recommendations of the Scottish Government’s planning reporter are received. 2.8 Despite the fact that the LDP has not been approved in its final form, there are a number of the development sites included within it which have already secured planning permission, windfall sites which have received support or sites which have received permission as the result of an appeal to the Scottish Government. 2.9 As developments will start to generate pupils in line with the occupation of new housing, it is now necessary to progress some of the required statutory consultations as soon as possible to ensure these pupils can be accommodated within existing or new schools. 2.10 Further information on the immediate statutory consultations which will require to be progressed is provided in the following section of this report. It is the intention that informal consultations related to the necessary statutory consultations will now proceed and that draft statutory consultation papers will be presented to future meetings of the Education, Children and Families Committee for approval before any statutory consultation would proceed. 2.11 The purpose of this report is to update Committee regarding the anticipated education infrastructure implications arising from future housing developments. The report advises Committee of the actions which require to be progressed now to ensure that any required new education infrastructure and/or catchment reviews can be delivered on a timely basis. It seeks approval to progress informal consultations regarding those actions in advance of taking any proposals to Committee for approval prior to either being implemented, or in advance of any required statutory consultation being undertaken in advance of implementation.
Main report
3.1 There are a number of actions which require to be progressed now to ensure that any required new education infrastructure and/or catchment reviews can be delivered on a timely basis.
Education Children and Families Committee – 24 May 2016 Page 4
3.2 It is proposed that informal consultations are undertaken with key stakeholders in each school community regarding any such actions in advance of taking any final proposals to Committee for approval prior to either being implemented, or in advance of any required statutory consultation being undertaken in advance of implementation. The actions regarding which it is proposed that informal consultations now be undertaken are set out below. Liberton/Gilmerton Contribution Zone 3.3 In this zone two new non-denominational primary schools are proposed at the Broomhills and Gilmerton Station Road development sites to accommodate the pupils expected to be generated by new housing in the area. There is also a requirement for extensions to be provided at one or both of Liberton and Gracemount High Schools. 3.4 The locations and catchment areas for the new primary schools require to be established. Due to the geography of the area and the locations of all the development sites, establishing the catchment areas for the new primary schools will potentially require the catchment areas for the existing primary schools to be altered in order to create the most efficient use of education infrastructure, both old and new, across the wider area. 3.5 The review of non-denominational primary school catchment areas will in turn require the secondary school to which each primary school is aligned to be considered and this may require associated changes between the catchment areas for the two high schools. The informal consultation process will consider potential options for catchment changes with the aim of finalising the option/s it is proposed would be included in the statutory consultation process. This would then be taken to Committee for approval prior to any consultation being undertaken. 3.6 There is also a requirement for an additional three classrooms to be provided at the denominational (RC) primary schools within this zone which are St Catherine’s RC Primary School and St John Vianney RC Primary School. Consideration will be given to what would be the best location at which to provide the additional accommodation and whether any catchment review between the two schools would be necessary. 3.7 The schools which would be involved in the informal consultation for this area are: Gracemount High School Liberton High School Craigour Park Primary School Gilmerton Primary School Gracemount Primary School Liberton Primary School St Catherine’s RC Primary School St John Vianney Primary School
Education Children and Families Committee – 24 May 2016 Page 5
Castlebrae Contribution Zone 3.8 In this zone some of the development sites are in an area of land which has not previously been allocated to a non-denominational primary or secondary school catchment area. It is therefore proposed that a catchment review be progressed to include these development sites (and some other sites currently in the Niddrie Mill Primary School catchment) within the catchment area for Castleview Primary School and Castlebrae High School. The informal consultation process will seek views on these proposals in advance of seeking the approval of Committee to any proposal/s to be subject to a statutory consultation process. 3.9 The schools which would be involved in the informal consultation for this area are: Castlebrae High School Castleview Primary School Niddrie Mill Primary School West Edinburgh Contribution Zone 3.10 In this zone the current required educational infrastructure actions include two new non-denominational primary schools (one within the Maybury development site and one within the International Business Gateway development site) and a new non-denominational high school. 3.11 The locations and catchment areas for these new schools require to be established. While the majority of the land which will potentially be included in the new catchment areas currently contains no housing, the development sites are within the catchment areas of existing schools and do contain some residential properties. The informal consultation will therefore consider options for the catchment areas of the new schools to identify the preferred option/s it is proposed would be included in the statutory consultation process. This would then be taken to Committee for approval prior to any consultation being undertaken. 3.12 The schools which would be involved in the informal consultation for this area are: The Royal High School Craigmount High School Cramond Primary School Corstorphine Primary School Hillwood Primary School South West and WHEC Contribution Zone 3.13 In this zone planning permission was recently granted by a Scottish Government reporter for new housing on a site at Ravelrig Road which will require two additional classrooms to be provided at Dean Park Primary School. In addition, as outlined in Appendix 1 a further three non-denominational classrooms require
Education Children and Families Committee – 24 May 2016 Page 6
to be provided in the contribution zone and a re-assessment of how best to provide the overall increased capacity at local primary schools is required. 3.14 This may involve catchment reviews which propose the transfer from one local primary school to another of areas of land which are dominated by development sites which are either in the LDP or where the construction of houses has recently been progressed. All sites which could be subject to transfer lie on or close to the boundaries of the catchment areas between the two local primary schools. 3.15 One of the potential transfer sites, Curriemuirend (LDP HSG 31) was proposed to be relocated from Juniper Green Primary School to Clovenstone Primary School in the original LDP Education Infrastructure Appraisal completed in June 2014 and this proposal remains. Clovenstone Primary School feeds into Wester Hailes Education Centre. The other sites which could also now be considered for transfer between two local primary schools are the Kinleith Mill site, from Currie Primary School to Nether Currie Primary School, where development has already commenced and the Newmills Road site (LDP HSG 37), from Currie Primary School to Dean Park Primary School. Dean Park Primary School feeds into Balerno High School. 3.16 The detail of these proposals, the resulting level of accommodation which would require to be provided at which primary schools and the impact on secondary school catchment areas would be prepared and presented to key stakeholders for discussion as part of the informal consultation process for this area. The informal consultation process will consider options regarding how best to provide the overall increased capacity at local primary schools and identify any new accommodation which would be provided or catchment changes which it is proposed would be included in the statutory consultation process. These would then be taken to Committee for approval prior to any new accommodation being delivered or statutory consultation being undertaken. 3.17 The schools which would be involved in the informal consultation for this area are: Balerno High School Currie High School Wester Hailes Education Centre Clovenstone Primary School Currie Primary School Dean Park Primary School Juniper Green Primary School Nether Currie Primary School Structure for Informal Consultations 3.18 Key stakeholders who would be involved in the informal consultations include: School Management Teams
Education Children and Families Committee – 24 May 2016 Page 7
Representatives from school parent councils Local Elected Members Developers Local people and relevant community groups 3.19 The structure of the informal consultation process undertaken would follow with the best practice which has been established by Communities and Families in recent informal and statutory consultations and include: Development of initial options by Officers in Communities and Families. Workshops with the school communities – staff and parent council representatives – to discuss the options and consider if any other viable options are available. Finalisation of preferred draft option/s for each area. Consultation sessions for local elected members to outline the preferred draft option/s. Preparation of final option/s for consideration. These would then be taken to Committee for approval prior to any new accommodation being delivered or any required statutory consultation being undertaken. 3.20 It is proposed that the informal consultations regarding the actions required in the contribution zones set out above are progressed between June and September 2016 with any proposals for new accommodation or for actions which would require a statutory consultation being taken to a future meeting of the Education, Children and Families Committee for approval. Other Issues 3.21 Any changes to the sites included in the LDP and associated changes to the actions in Appendix 1 which might arise as a result of any recommendations made by the Scottish Government Planning Reporter, currently expected to be available at the end of May, will be taken into consideration during the informal consultations. 3.22 Further actions and/or statutory consultations may be required in the zones above, or in other zones, and when these are required the details will be included in future update reports to Committee. A similar process of informal consultations with school communities, followed by the progression of any necessary statutory consultations, will be proposed for each contribution zone. 3.23 The delivery of any new education infrastructure required within the contribution zones as outlined in Appendix 1 and included within the LDP Action Programme is managed through the LDP Action Programme Board which involves senior management from Planning, Communities and Families and Finance. The Action Programme Board provides regular updates on progress to the LDP Oversight Group whose members include the Chief Executive and Executive Directors.
Education Children and Families Committee – 24 May 2016 Page 8
Measures of success
4.1 Full engagement with relevant stakeholders through the informal consultations resulting in appropriate options being identified for consideration during any subsequent statutory consultations which may be required.
Financial impact
5.1 There are no financial impacts arising directly from this report. 5.2 A financial model has been developed for every contribution zone which includes the estimated capital costs of delivering the required infrastructure in the zone and calculates the rates which developers will be requested to pay per house and per flat for their development site. 5.3 The financial implications arising from the Local Development Plan were the subject of a report to the Finance and Resources Committee on 29 October 2015. That report estimated the capital costs associated with the delivery of LDP education infrastructure actions (which prevailed at that time) to be £243.843m which included provision for future construction cost inflation. 5.4 Following the recent reassessment, the capital costs associated with the delivery of LDP education infrastructure actions have now been estimated to be £239.404m which excludes any provision for future construction cost inflation. The sources of potential funding for these costs, the majority of which it is expected would come from developer contributions, were set out in the last report to the Finance and Resources Committee. 5.5 In addition to the capital costs above, the revenue costs associated with providing the new education infrastructure have also been assessed. The annual cost will increase gradually over the next few years and reach a full recurring cost of an estimated £8.478m. In addition to revenue running costs, there is also significant risk that that Council will require to support additional borrowing associated with the LDP. It has not been possible to produce a profile of spend at this point as information is awaited regarding the timing of build of future housing developments. As the quantum and profile of this requirement requires further clarification, no specific provision is included within the current Long Term Financial Plan for this and as such, represents a future budget pressure at this point. The position will remain under review as additional details of likely costs and future funding settlements become available. 5.6 Update reports regarding the financial implications of the LDP Action Programme will continue to be submitted to the Finance and Resources Committee. As any required education infrastructure projects progress to the delivery stage, the necessary approvals for any capital and revenue costs arising will require to be sought through the Council’s budget process.
Education Children and Families Committee – 24 May 2016 Page 9
Risk, policy, compliance and governance impact
6.1 All Communities and Families capital projects are delivered in line with the Council’s Risk Management Policy and Framework. Ensuring sufficient accommodation for catchment pupils to secure a place at their catchment school is a key objective for the school estate planning team and there would be a significant reputational risk to the Council if this is not achieved. 6.2 The delivery of any education infrastructure projects would be overseen by an Investment Steering Group which would operate based on the project management principles of Prince 2 following the same governance structure as all other Council major projects. The consideration and management of risk would be undertaken through this group. 6.3 The procurement of the necessary infrastructure would be in line with Council standing orders and the contractors delivering any accommodation solutions will operate in accordance with all relevant legislative and health and safety requirements and have community engagement policies. The school communities will be kept informed of any issues that arise during the construction process which will mitigate against the risk of criticism of the Council in relation to these high profile and visible projects.
Equalities impact
7.1 There are no negative equality or human rights impacts arising from this report. 7.2 By providing additional capacity across the school estate to accommodate pupils generated by new development the Council is responding to parental choice and endeavouring to offer all pupils from all equalities groups the opportunity to attend a suitable catchment school. 7.3 The Council will continue to ensure that the needs of pupils who have a disability are met by any new accommodation to be provided. The provision of facilities offered to school users with learning and behavioural support needs will be unaffected. Accordingly, these proposals have no significant impact on any equalities groups and provide greater opportunities for catchment pupils to attend their catchment school.
Sustainability impact
8.1 Any new education infrastructure required to be provided to accommodate pupils generated from new development will ensure that children can access an appropriate local catchment school. Accordingly it should ensure that any negative impacts arising from travel to school patterns are minimised and that social cohesion within the new developments is given an opportunity to be established. 8.2 All new education infrastructure will, as a minimum, meet the latest energy efficiency requirements required through the statutory building warrant process.
Education Children and Families Committee – 24 May 2016 Page 10
8.3 The provision of new schools is necessary to support the economic growth of the city by ensuring that the families who come to live and work in our communities have the access to quality learning and teaching environments for their children.
Consultation and engagement
9.1 Informal consultations will now be undertaken with each school community and the wider community where appropriate as detailed in section 3 of this report. Any proposals which would have to be subject to a statutory consultation process would then be taken to Committee for approval before that process was undertaken. 9.2 Any necessary statutory consultations would be conducted in accordance with the statutory consultation process set out in the Schools (Consultation) (Scotland) Act 2010, as amended by the Children and Young People (Scotland) Act 2014.
Background reading/external references
None other than those referred to within the report.
Alistair Gaw Acting Executive Director of Communities and Families
Contact: Crawford McGhie, School Estate Planning Manager E-mail: [email protected] | Tel: 0131 469 3469
Links
Coalition pledges P04 - Draw up a long-term strategic plan to tackle both over- crowding and under use in schools Council outcomes C01 - Our children have the best start in life, are able to make and sustain relationships and are ready to succeed. C02 - Our children and young people are successful learners, confident individuals and responsible citizens making a positive contribution to their communities. Single Outcome S03 - Edinburgh’s children and young people enjoy their Agreement childhood and fulfil their potential Appendices 1 – Contribution Zones - Education Infrastructure Actions
Education Children and Families Committee – 24 May 2016 Page 11
Appendix 1 Contribution Zones - Education Infrastructure Actions
Castlebrae Contribution Zone
Non-Denominational Primary Schools Castleview Primary school - four additional classes and extension to dining hall Brunstane LDP Development site - new 11 class primary school and 40/40 nursery Newcraighall Primary School - one additional class Secondary Schools Castlebrae High School - increase secondary school capacity to accommodate 264 extra pupils
Drummond Contribution Zone
Non-Denominational Primary Schools Three additional classes in zone primary schools or neighbouring primary schools (with associated catchment review) Secondary Schools Drummond High School - increase secondary school capacity to accommodate 44 extra pupils
Firrhill Contribution Zone
Secondary Schools Firrhill High School or St Augustine's RC High School - increase secondary school capacity to accommodate an extra seven pupils
Granton & North Central Contribution Zone
Non-Denominational Primary Schools Granton Waterfront - new 14 class primary school and 40/40 nursery One additional class in zone primary schools or neighbouring primary schools (with associated catchment review) Denominational Primary Schools Two additional classes in zone RC primary schools (with associated catchment review if required) Secondary Schools Broughton High School, Craigroyston High School and St Augustine’s RC High School – increase secondary school capacity to accommodate 231 extra pupils
Education Children and Families Committee – 24 May 2016 Page 12
Leith & Trinity Contribution Zone
Non-Denominational Primary Schools Leith Waterfront - new 14 class primary school Four additional classes in zone primary schools or neighbouring primary schools (with associated catchment review) Denominational Primary Schools Three additional classes in zone RC primary schools (with associated catchment review if required) Secondary Schools Leith Academy, Trinity Academy - increase secondary school capacity to accommodate an extra 270 pupils
Liberton / Gilmerton Contribution Zone
Non-Denominational Primary Schools Broomhills - new 11 class primary school and 40/40 nursery Gilmerton Station Road - new seven class primary school and 30/30 nursery Denominational Primary Schools Three additional classes in zone RC primary schools (with associated catchment review if required) Secondary Schools Gracemount High School and/or Liberton High School- increase secondary school capacity to accommodate 368 extra pupils
Portobello Contribution Zone
Non-Denominational Primary Schools Two additional classes in zone primary schools or neighbouring primary schools (with associated catchment review)
Queensferry Contribution Zone
Non-Denominational Primary Schools Builyeon Road - new 14 class primary school and 40/40 nursery Denominational Primary Schools St Margaret's RC Primary School - two additional classes Secondary Schools Queensferry High School and St Augustine's RC High School - increase
Education Children and Families Committee – 24 May 2016 Page 13
secondary school capacity to accommodate 269 extra pupils
South Central Contribution Zone
Non-Denominational Primary Schools Four additional classes in zone primary schools Denominational Primary Schools One additional class in zone RC primary schools Secondary Schools Tynecastle High School, Boroughmuir High School, James Gillespie's High School, St Augustine's RC High School - increase secondary school capacity to accommodate 102 extra pupils
South West and WHEC Contribution Zone
Non-Denominational Primary Schools Three additional classes in zone primary schools (with associated catchment review if required) Amend Clovenstone PS catchment area to include Curriemuirend site
West Edinburgh Contribution Zone
Non-Denominational Primary Schools Maybury - new 21 class primary school and 60/60 nursery IBG - new 14 class primary school and 40/40 nursery Denominational Primary Schools Four additional classes in zone RC primary schools Secondary Schools Increase secondary school capacity to accommodate 99 extra RC pupils (St Augustine's RC HS) New 600 capacity ND secondary school
Education Children and Families Committee – 24 May 2016 Page 14
Education, Children and Families Committee
10am, Tuesday, 24 May 2016
Strategic Management of School Places: P1 and S1
Intakes for August 2016
Item number Report number Executive/routine Executive Wards All
Executive summary
This is the latest in a series of annual reports which sets out accommodation and placement issues for the anticipated P1 and S1 intakes for the forthcoming school year, on this occasion for 2016/17. A previous version of this report was due to have been considered by Committee on 1 March 2016 but was withdrawn. Although the P1 intake in August 2015 was lower than the previous two years it remains at a high level and this continues to cause the overall P1-P7 school rolls to increase. Despite this growth, the planned delivery of additional accommodation through the rising rolls programme has resulted in there being few accommodation issues for the August 2016 P1 intake. However, this report notes that priority will be given to baptised Roman Catholic pupils in 13 Roman Catholic Primary Schools. In the secondary sector, the number of registrations for S1 in August 2016 is comparable with the equivalent time in August 2015.
Links
Coalition pledges P2 and P4 Council outcomes CO1 and CO2 Single Outcome Agreement SO3
Report
Strategic Management of School Places: P1 and S1 Intakes for August 2016
Recommendations
1.1 Note the content of this report. 1.2 Note that baptised Roman Catholic pupils are being prioritised into 13 primary schools and into St Thomas of Aquin’s RC High School.
Background
2.1 This report provides an analysis of capacity and identifies any accommodation issues that may arise across the primary and secondary school estates as a result of the anticipated P1 and S1 intake numbers in August 2016. It is based on the findings of a Communities and Families Working Group that meets in January each year as part of the annual P1 and S1 intake process. The report recommends strategies to address any issues identified and ensure that a consistent and equitable approach is taken to accommodating catchment pupil numbers and, where possible, placing requests across the school estate. This report is based on the most up to date information available at the time however the numbers will change prior to the start of session in August. 2.2 This is the latest in a series of annual reports which are ordinarily presented to Committee in March with year to year comparative data being based on the information prevailing at the beginning of February. A previous version of this report was due to have been considered by Committee on 1 March 2016 but was withdrawn. The year to year comparative position reflected in this report has been updated to use the data at the middle of March being the point of the first placement allocations for which comparative data from 2015 was available. 2.3 In the current financial climate achieving efficiencies in terms of the number of classes formed, staff allocated and accommodation utilised remains critical as a means of protecting core school budgets and delivering best value. The Council endeavours to respect parental preference wherever it can be achieved without additional cost. 2.4 This report illustrates that, while the total P1 intake in August 2015 was lower than intakes in the previous two years and was lower than predicted in the Strategic Management of School Places report in March 2015, P1 intakes
Education, Children and Families Committee – 24 May 2016 Page 2
remain at a high level and far exceed the number of pupils in exiting P7 classes. 2.5 The impact of larger P1 intakes entering the primary school system with smaller P7 classes exiting has maintained growth in the overall P1-P7 roll. However, the increase of 2.8% in the overall primary school roll between 2014/15 and 2015/16 is the lowest rate of growth in the last four years. 2.6 Despite higher numbers of pupils entering P1 and increasing pressure at upper stages, the successful delivery of additional accommodation in each of the past three years has provided the capacity necessary to allow P1 catchment pupils a place at their catchment school. The delivery of further additional accommodation in August 2016 will further mitigate against capacity issues in future years and has resulted in few accommodation issues being anticipated for the August 2016 P1 intake. 2.7 In the secondary sector, following a period of decline S1 intakes have begun to increase. The S1 intake in August 2015 was the highest since 2010 and is likely to be matched by a similar intake in August 2016. However, the overall secondary school roll continues to fall with the 2016/17 session expected to mark its lowest point. Beyond 2016/17 it is expected that rolls will begin to grow quickly as larger numbers in the primary sector begin to filter into secondary.
Main report
Intake Projections for August 2016 3.1 The P1 roll at the time of the census in September 2015 was 4,501 pupils. P1 intake projections, which are largely derived from previously recorded birth rates, suggest that the P1 intake in August 2016 will show significant growth on those experienced in 2015. However, to date, the number of P1 registrations for August 2016 is only marginally higher than the equivalent time in 2015. Applying a three year average of the percentage change in pupils registered in January versus the actual P1 intakes in the following August, a P1 intake of 4,543 is estimated for August 2016. 3.2 The intake estimated for August 2016 is not expected to be significantly different from that experienced in August 2015 or August 2014 suggesting that the P1 intake will remain at a high level. It is anticipated that the effect of this will be continued growth in the overall roll of the primary sector as the estimated 4,543 P1 pupils entering the primary school system replace the 3,335 P7 pupils exiting. 3.3 This high level of P1 intake is forecast to be maintained until 2019 when the actual number of births recorded in 2014/15 suggests the lowest P1 intake since the 2008/09 session may occur. Furthermore, half yearly data suggests that the number of births recorded in 2015/16 will be lower still. This fall in the birth rate would be contrary to the most recent birth projections produced by the
Education, Children and Families Committee – 24 May 2016 Page 3
National Records of Scotland and, while it is too early to suggest that it represents the start of a downward trend in P1 intakes, if it were to occur as forecast, it may at the very least reduce pressure on early stages in 2019/20 and 2020/21. 3.4 Total catchment registration numbers fluctuate considerably between January and August but follow a similar pattern each year: rising until mid-March before falling sharply in April with a more gradual drop-off until August. This fall is as a result of deferrals, movement out of the city, loss to the private sector and the processing of out of catchment placing requests. The degree to which the number of registrations within individual catchments will actually fall will vary considerably. Appendix 2 shows, for individual primary schools, how P1 catchment registrations in January 2015 compared with the number of P1 catchment pupils attending the school in August 2015. 3.5 Despite increasing demand for places in the primary sector, room for growth in the primary school estate continues to exist in a number of areas of the city. However, it is recognised that spare places may not always be located conveniently for areas experiencing increased localised demand. It should also be noted that the majority of spare places exist in upper stages of the schools and may not be available to address growing accommodation issues in lower stages. 3.6 The Strategic Management of School Places Report in March 2015 forecast that the S1 intake in August 2015 would be 3,321 and would represent a turning point for S1 intakes. The actual intake was slightly lower at 3,286 but this was the highest S1 intake since 2010 and represented an increase of more than 3.9% on the S1 intake experienced in August 2014. 3.7 The 3,394 S1 registrations received by March 2016 were only marginally lower than for the equivalent time in 2015 suggesting that the actual S1 intake in August 2016 will be similar in size to that experienced in August 2015. Accordingly, the S1 intake for August 2016 is forecast to be 3,283. New Accommodation in the Estate August 2015 3.8 New accommodation was provided at thirteen primary schools for August 2015, contributing an additional 686 places to the capacity of the primary school estate and contributing to the successful placement of all demand for P1 catchment places at all non-denominational schools. Table 1 lists the schools where new accommodation was delivered in August 2015 and provides a description of what was provided. These schools would not have been in a position to accommodate demand from their catchment P1 population if this new accommodation had not been provided.
Education, Children and Families Committee – 24 May 2016 Page 4
Table 1: New Accommodation delivered in August 2015
Schools New Accommodation Description
Internal reconfiguration to provide one additional Bruntsfield Primary School classroom.
Internal reconfiguration to provide two additional Buckstone Primary School classrooms.
Clermiston Primary School New four classroom building.
Flora Stevenson Primary New three classroom building and significant School playground improvements.
Gilmerton Primary School New four classroom building.
Internal reconfiguration to provide one additional Granton Primary School classroom.
James Gillespie’s Primary New four classroom building. School
Internal reconfiguration to deliver two new class Kirkliston Primary School spaces in the main school building as part of wider extension project.
Internal reconfiguration to provide one additional Liberton Primary School classroom.
Pentland Primary School New three classroom building.
Ratho Primary School New four classroom building.
South Morningside Primary New P1/P2 annexe at Deanbank Resource Centre. School
Extension to the existing building previously delivered Wardie Primary School under the rising rolls programme to provide two additional classrooms.
3.9 The capacity of the primary school estate also experienced increases as a result of the implementation of a new capacity methodology following the release in October 2014 of the Scottish Government’s Determining Primary School Capacity guidance which sets out for all local authorities a recommended approach to assessing the capacity of primary schools. The programme for the implementation of this change is ongoing, but in the 2015/16 session in combination with the provision of the additional accommodation highlighted in Table 1 above, the capacity of the school estate grew by 1,134 places (+3.5%).
Education, Children and Families Committee – 24 May 2016 Page 5
3.10 Overall primary school rolls grew by 2.8% between the 2014/15 and 2015/16 sessions. Table 2 shows that the number of schools exceeding a 100% occupancy level is unchanged. However, for the second successive year there has been a reduction in the number of schools in the 60% and under occupancy bracket and 75% of all primary schools now have an occupancy level exceeding 80% compared to just 56% five years ago. This illustrates that the effects of rising rolls are being felt across the whole primary school estate and demonstrates the growing challenge faced by the Council and the value in maintaining a responsive rising rolls programme. Table 2: Primary Schools Occupancy Levels Start of Session 2015/16
Occupancy Level Primary Schools Change on 2014/15 % Number % % Over 100% 11 12.5% 0.0% 81-100% 55 62.5% +6.8% 61-80% 17 19.3% -4.6% 60% and under 5 5.7% -2.2% Total 88 100%
August 2016 3.11 On 19 May 2015 Committee approved that new accommodation be provided at four primary schools subject to a final decision regarding the necessity for such provision being delegated to the Executive Director of Communities and Families to be taken in January 2016. 3.12 Following consideration of P1 intakes and an analysis of P1 projections, it was determined that additional accommodation will be necessary for August 2016 at three of these schools. A summary of the accommodation being provided is shown in Table 3; work on the construction of this new accommodation began at each school in March 2016. Table 3: New Accommodation to be delivered for August 2016
Primary School New Accommodation Description
Fox Covert New four classroom building.
East Craigs New three classroom building.
St Mary’s RC (Leith) New two classroom building.
3.13 During the archaeology evaluation which was requested as part of the planning permission for the new classroom building at St Mary’s RC (Leith), graves were discovered which initial analysis suggest are potentially victims of the plague
Education, Children and Families Committee – 24 May 2016 Page 6
(15th Century onwards) and/or the siege of Leith (1560). Due to the significance of this find, further archaeological work is required in order that the items of interest can be removed and preserved. At the time of writing early indications are that the archaeological work may take up to eight weeks which would mean that the new classrooms at St Mary’s RC (Leith) will not be deliverable for the start of the new session in August 2016. Accordingly, the school may be required to temporarily use a general purpose space to accommodate a class until such time as the new building becomes available. 3.14 Following a review of expected P1 intakes, it was determined that no new accommodation was required at Balgreen Primary School for August 2016. However, the birth rate in Balgreen’s catchment area continues to increase and the requirement for this accommodation should, and will, be kept under annual review. 3.15 On 19 May 2015 Committee also approved that internal reconfiguration works be undertaken at Ferryhill, Granton and Roseburn Primary Schools to provide increased classroom provision for August 2016. However, the level of registrations show that additional classroom space will no longer be required at Roseburn Primary School for August 2016 and so the requirement to undertake this work was put on hold and will be reviewed again in January 2017. 3.16 The addition of this new accommodation and internal reconfiguration will increase the capacity of the primary school estate by a further 280 places (+0.8%). The capacity of the primary school estate will also be increased further in 2016/17 following completion of the process of implementing the Scottish Government’s ’Determining Primary School Capacity’ guidance. 3.17 In the secondary sector, nearly two thirds of schools are at least 80% occupied with four schools operating beyond their notional capacity - see Table 4 below. While the S1 intake in August 2015 was low, occupancy levels at secondary level have remained largely unchanged as a result of higher stay on rates at S5 and S6. Table 4: Secondary Schools Occupancy Levels Start of Session 2015/16
Occupancy Level Secondary Schools Change on 2014/15
% Number % % Over 100% 2 9% -8% 81-100% 12 52% +4% 61-80% 5 22% 0% 60% and under 4 17% +4% Total 23 100%
Education, Children and Families Committee – 24 May 2016 Page 7
Review of Primary School Capacity 3.18 On 8 December 2015 Committee received an update to the Children and Families Asset Management Plan 2014. This provided an update on the status of the review of primary school capacity in light of the new guidance for Local Authorities which was issued by the Scottish Government in October 2014. 3.19 The guidance sets out the Scottish Government’s recommended method of calculating primary school capacity which Local Authorities should endeavour to follow as far as possible in order to increase consistency across the country. 3.20 Throughout 2015 an analysis of existing school accommodation was undertaken and the new methodology applied where appropriate, to ensure that the classroom capacity of individual schools under pressure from rising rolls and expected P1 intakes accurately reflected any changes brought about by the new methodology which might have reduced the requirement for, or scale of, the accommodation solutions required for August 2016 or 2017. In the longer term, this additional capacity will assist in addressing pressure from rising rolls across the estate. 3.21 Having identified the number of classrooms and general purpose spaces within each school, the next stage in the review is to determine the actual capacities of schools based on the number of pupils which every classroom within each school can accommodate in line with the recommended ratio of 1.7m² per pupil. This work has been prioritised according to the demands faced by individual schools where, for example, the capacity of a room to accommodate a team teaching arrangement may be required, to establish a limit where classrooms have previously been capped or to provide detailed capacity data for the school appeals process. 3.22 The eventual output of this work will be two different capacity figures for each school – planning capacity and working capacity. Planning capacity is a fixed measurement of capacity which calculates, in theory, the maximum number of children that can be accommodated in a school and is recommended to be used for strategic planning purposes and official statistical returns to the Scottish Government. Working capacity is more flexible and can vary between one year and the next depending on the class organisations determined for each school to ensure expected catchment intake is accommodated as efficiently as possible. 3.23 This work will continue through 2016 and the official planning capacity for each school in the primary estate will be reported to Committee at a future date. Review of Secondary School Capacity 3.24 While school rolls at secondary level are currently low, the higher S1 intakes forecast from 2017 are projected to begin driving secondary rolls upwards. Increases at S1 come at a time when stay-on rates at S5 and S6 are also increasing. The average stay-on rate between S4 and S5 has increased from
Education, Children and Families Committee – 24 May 2016 Page 8
80% in 2008 to 87% in 2015 while the stay-on rate between S5 and S6 has increased from 64% to 72% over the same period. With higher numbers arriving at S1 and an increase in the number of pupils choosing to stay on at S5 and S6, pressure on the available accommodation across the secondary school estate is expected to grow significantly in the next decade. 3.25 The Rising School Rolls report considered by the Committee on 8 December 2015 set out the process by which a review of the capacity requirements of each secondary school would be undertaken. This review, which is a collaborative process between the schools and members of the School Estate Planning Team, is underway and will continue with all secondary schools during 2016. Accommodation Restrictions – Capped Classes 3.26 The Strategic Management of School Places Report to Committee in March 2015 reported that the historic capping of primary school classes at 30 pupils where the physical size of the classrooms was considered a constraint had been superseded by the physical capacity standards set out in the Scottish Government’s primary school capacity guidance for authorities released in October 2014. 3.27 The Scottish Government’s guidance does allow authorities to increase the ‘standard’ capacity of a room or rooms within certain limits should circumstances require it. Where this is a requirement it will be considered on a case-by-case basis in discussion with school management as part of the P1 intake process and in each year, where it is known by February that a non- standard capacity will be required, this will be reflected in the Strategic Management of School Places Report to Committee. 3.28 P1 registrations for August 2016 and the resulting school organisations required do not suggest that any breaches of ‘standard’ classroom capacity will be required in the 2016/17 session. Provision of School Places 3.29 The Council manages the provision of school places using principles and practices that are in line with the Education (Scotland) Act 1980, as amended. Further detail of how these fundamental principles are applied by the Council to the provision of school places are set out in the Admissions to Mainstream Schools Policy. 3.30 Five places are reserved for pupils with additional support needs at the following: Craigmount High School Drummond Community High School Leith Academy
Education, Children and Families Committee – 24 May 2016 Page 9
Oxgangs Primary School St Thomas of Aquin's High School 3.31 The following schools have special classes which have the same legal status as ’special schools’ although they are contained within mainstream schools. Some of the children in these special classes spend some time on some days in mainstream classes and these children of P1 to P3 age have the legal status of being ’excepted’ pupils which mean they do not count towards the intake limit for the mainstream classes: Broughton Craigentinny Murrayburn Royal Mile St Cuthbert’s RC Stenhouse Oversubscribed Roman Catholic Schools 3.32 In March 2015 the number of P1 registrations at Roman Catholic (RC) Primary Schools stood at 593. However, in March 2016 the number of P1 registrations at RC Primary Schools stood at 578; a drop of 2.5%. Similarly, the number of registrations providing evidence of baptism by March 2016 reduced by 2.6% when compared with the previous year. 3.33 Where catchment applications for denominational schools exceed the available school capacity, or would cause accommodation issues at a future stage, priority will be given to baptised RC pupils. Furthermore an additional member of staff would not, as standard practice, be applied to an RC school to provide places beyond that necessary to support a P1 intake from its baptised RC catchment population. The exception to this may be where the creation of a higher intake at an RC school with sufficient capacity may resolve potential accommodation issues at another school. 3.34 Accordingly, where an RC school is oversubscribed the following actions will be taken: Priority will be given to baptised RC catchment pupils in allocating places. In the event that there are insufficient places for all baptised RC catchment pupils then they may be prioritised into other RC schools. Non baptised RC pupils, or baptised RC pupils who choose not to be prioritised into another RC school, who do not obtain a place at their catchment RC school will not be prioritised out to other schools. Such children would be expected to first revert to their non-denominational catchment school.
Education, Children and Families Committee – 24 May 2016 Page 10
3.35 None of the above affects a parent’s statutory right to make a placing request to any school. Catchment Registration and Placing Requests 3.36 Catchment registration and the handling of placing requests across the city is a major but routine organisational procedure undertaken by Communities and Families on an annual basis. This process commences in November with schools being asked to register their catchment children and parents being asked to make their placing requests by mid-December. Head Teachers are involved throughout the process and are asked to consult with parents by the end of February to share with them the proposed P1 and S1 intakes and class organisations for the following August. Schools and Parent Councils have been made aware that class organisations can change between February and the start of the session. 3.37 Throughout the process pupil numbers can change, sometimes on a daily basis, as a result of parents making late registrations and often requiring changes to class organisations. The initial figures are analysed during January to establish class organisations, identify any accommodation issues and identify where catchment pupil numbers might exceed school capacity. Proposed intakes are based on these figures. The process continues to be managed by Communities and Families through to the start of session in August. Appendix 1 sets out the current process. 3.38 The process is characterised by complex patterns of pupil flows across the city and a constantly evolving picture as late applications are made and pupils are withdrawn. Appendix 2 illustrates that nearly all schools experience a drop between the number of catchment P1 pupils registered in January and the number of catchment P1 pupils attending at the time of the September census. In many schools this drop can be significant; in 2015 the average drop was 13%. This drop is explained by parents successfully making a placing request to another school, deciding to defer entry, choosing the private sector or moving house within the intervening period. 3.39 These changes make it difficult not to over-plan for placements and many schools which, in January 2016, might initially appear to have more catchment pupils than can be accommodated are likely to have no difficulty in ultimately accommodating their catchment intake in August 2016. It also means that some placing requests refused in April will be successful by August. There can, however, be no guarantees and some schools require careful monitoring of their numbers throughout the process. For some schools the final organisation of the P1 classes may not be known until very late in the process because of complex cross catchment movement of pupils.
Education, Children and Families Committee – 24 May 2016 Page 11
Class Sizes 3.40 Council policy on class size is in line with class sizes originally prescribed by the SJNC (TSSE) Scheme of Salaries and Conditions of Service for Teaching Staff in School Education (1994), and the Education (Lower Primary Class Sizes) (Scotland) Regulations 1999 (as amended). These set out maximum class sizes of 25 at P1; 30 at P2-P3; 33 at P4-P7 and 25 for composite classes at any year stage. 3.41 In the August 2016 intake, P1 classes of up to 25 or composite classes with a mix of P1 and P2 pupils with a maximum of 25 will be the arrangement in most schools. Where the projected number of catchment pupils indicates that classes of 25 will not accommodate these pupils, it will be necessary to create larger teaching groups with additional teaching staff being allocated. In these cases, the additional teachers will be used either to organise an additional class or to organise a team teaching approach where application of the Scottish Government’s standards for the physical capacity of a classroom within the school suggest it would be possible to do so. 3.42 S1 intakes are set as multiples of 20. This is because practical classes in secondary are restricted to 20 pupils and to set limits that did not allow the formation of full classes of 20 would be inefficient. General classes in secondary schools are restricted to maximum class sizes of 33 pupils. These limits are also prescribed by the SJNC (TSSE) Scheme of Salaries and Conditions of Service for Teaching Staff in School Education (1994). Reserving Places 3.43 As school rolls rise across the city many schools will be operating from the outset of the school year with classes at, or approaching, the class size maxima. Where spaces are available at the start of the year, with all known catchment pupils accommodated, spare places are normally made available to non-catchment pupils making a request to that school until the class size maxima is reached. The implications of this, at all stages, is that pupils moving into the catchment area after the placing process has been completed or later in the school year may be unable to gain a place at their catchment school. This has led to the creation of catchment waiting lists at some schools and is contrary to the Council’s aim of trying to ensure children can attend their local catchment school. 3.44 This has also led to a significant increase in the number of appeals being heard. This is time consuming and stressful for parents; for the Head Teachers and Council Officers defending these appeals and, where an appeal is lost, may mean the Council incurring the additional cost of a teacher at a future stage or stages. 3.45 The Education (Scotland) Act 1980 allows an authority to reserve places at any stage in a school for incoming catchment children. One place per class will be
Education, Children and Families Committee – 24 May 2016 Page 12
reserved for incoming catchment pupils in each class in primary school and two reserved places for each team teaching class where possible. In secondary schools one reserved place for incoming catchment pupils will be kept at each year stage where possible. In some areas of the city new housing developments mean that there is the potential for higher than normal movement into particular catchment areas. Where it is possible to do so, in these areas more than one place may be reserved in each class in order to try and ensure that pupils moving into the area can obtain a place at their catchment school. 3.46 It will not be possible to reserve places at every school due to pressure of catchment numbers. Reserved places will normally be retained throughout the year, where possible, for incoming catchment children. Where non catchment places are granted by an Appeal Committee or a Sheriff this may result in fewer reserved places being available. Parental Preference 3.47 Many schools across the city are experiencing increased demand from their own catchment population for P1 places. This has had the effect of reducing the number of places available for non-catchment pupils. Accordingly, the percentage of non-catchment placing requests being refused has risen from 18% in 2009 to 35% in 2015. It is anticipated that the percentage of requests being refused will be maintained at a high level as demand from catchment populations continues to grow. 3.48 Communications with parents continue to encourage them to learn more about their catchment school by arranging a visit and talking to staff and other parents. Open days during the registration period give parents the opportunity to visit their local school without prior arrangement. 3.49 With regard to the secondary sector, an increase in the S1 intake in 2015 compared to the exceptionally low intake experienced in 2014 resulted in the number of S1 non-catchment placing requests being refused increasing from just 7% in 2014 to 23% in 2015. Accommodation Issues at Individual Schools 3.50 The schools noted below are those that require a particular action to manage their intakes and allow all anticipated catchment demand to be accommodated. It should be noted that, while these schools will require action to accommodate catchment demand and will not be in a position to accommodate placing requests, placing requests will require to be refused at many other schools following normal procedures. Non-denominational Primary School Provision Ferryhill Primary School 3.51 In May 2015 Committee approved that additional classroom space be provided at Ferryhill Primary School for August 2016 in the space vacated following the
Education, Children and Families Committee – 24 May 2016 Page 13
relocation of the nursery classes to a new facility which was also approved by Committee in May 2015. 3.52 However, the timescales by when the new nursery will be delivered mean that the nursery classes will still require use of their existing space beyond August 2016. Accordingly, with P1 registrations for August 2016 suggesting that an additional classroom will be necessary to accommodate catchment demand, the Rising Rolls working group established at the school to consider accommodation solutions identified a temporary arrangement for the 2016/17 session which would require the temporary conversion of the existing staffroom for classroom space and the temporary relocation of the After School Club within the school. 3.53 This temporary arrangement will be in place for the 2016/17 session only. The new nursery will be completed during the 2016/17 session, allowing the work necessary to convert the existing nursery space for classroom use to take place in time for the start of the 2017/18 session. Under the temporary arrangement the school would not lose any of its general purpose space provision. Roman Catholic Primary School Provision 3.54 Given the normal trend of loss of pupils between now and the start of session, it is anticipated that numbers will drop in all Roman Catholic schools to allow the majority of those who have registered to receive a place. However, where catchment applications exceed places available it has been necessary to prioritise baptised Roman Catholic catchment pupils. The schools where this approach was necessary for this year were: Fox Covert RC Primary School Holy Cross RC Primary School St Catherine’s RC Primary School St Cuthbert’s RC Primary School St David’s RC Primary School St Francis’ RC Primary School St John Vianney RC Primary School St John’s RC Primary School St Joseph’s RC Primary School St Mary’s RC (Edinburgh) Primary School St Mary’s RC (Leith) Primary School St Ninian’s RC Primary School St Peter’s RC Primary School
Education, Children and Families Committee – 24 May 2016 Page 14
Secondary Schools 3.55 In August 2016 intake limits are applicable at a number of secondary schools to ensure that the S1 cohort is appropriate to the overall capacity of the school. These intake limits are set out in Appendix 3. 3.56 However, at the following secondary school the number of S1 catchment registrations for August 2016 currently exceeds the maximum intake limit: James Gillespie’s High School James Gillespie’s High School currently has 229 S1 catchment registrations and an S1 intake limit of 220 pupils. This number has been in decline since January 2016 when there were 243 S1 catchment registrations and it is anticipated that between March 2016 and August 2016 this number may fall further. However, a review of the accommodation and timetabling requirements of the school has confirmed that the standard intake limit of 220 S1 pupils may, for 2016/17, be increased to a maximum of 240 pupils if this ultimately proves to be necessary. Action: Monitor numbers and adjust intake limit if necessary. St. Thomas of Aquin’s RC High School 3.57 In January 2016 St Thomas of Aquin’s High School had 151 catchment pupils registered and an S1 intake limit of 140 pupils. Five places are also reserved for pupils with Moderate Learning Difficulties. As catchment applications exceeded places available, as a precautionary measure Communities and Families requested that the school collect evidence of baptism from their applicants to allow prioritisation of baptised Roman Catholic pupils. 3.58 At the time of writing all baptised Roman Catholic pupils have now been accommodated. Seven non-baptised catchment places have been refused, however it is anticipated that registration numbers will continue to fall allowing some, or all, of these places to be granted by August 2016. Measures of success
4.1 Measures of success are as follows: Implementation of a strategic approach to the management of school places which will result in a consistent and equitable approach to allocating places across the school estate. Being able to accommodate catchment demand at all non-denominational schools. Being able to provide sufficient places in the Roman Catholic sector to meet baptised Roman Catholic demand.
Education, Children and Families Committee – 24 May 2016 Page 15
Financial impact
5.1 The revenue cost implications of the P1 and S1 intakes and class organisations contained in this report have been included in the budget planning provision for 2016/17. In the current financial climate the need to ensure efficient use of resources from the Communities and Families budget is paramount. This means that there is a need to manage carefully the number of classes formed. 5.2 The capital costs of any minor internal reconfiguration works required at Ferryhill or Granton Primary Schools will be met from the Communities and Families rising rolls capital budget. The estimated costs for these works have been included in the latest projected cost for the rising rolls programme.
Risk, policy, compliance and governance impact
6.1 The Council manages the provision of school places using principles and practices that are in line with the Education (Scotland) Act 1980, as amended. Council policy on class size is in line with class sizes originally prescribed by the SJNC (TSSE) Scheme of Salaries and Conditions of Service for Teaching Staff in School Education (1994), and the Education (Lower Primary Class Sizes) (Scotland) Regulations 1999 (as amended). 6.2 All Communities and Families capital projects are delivered in line with the Council’s Risk Management Policy and Framework. Ensuring sufficient accommodation for catchment pupils to secure a place at their catchment school is the key objective of the primary school rising rolls programme and there is a significant reputational risk to the Council if this is not achieved.
Equalities impact
7.1 This report sets out issues related to the accommodation provided by schools that may impact on the Council’s ability to offer pupils the opportunity to attend their catchment school. Due to increasing demand from within school catchment populations, non-catchment placing requests are increasingly unsuccessful. However, the Council will endeavour to respond to parental preferences for a non-catchment placement where it is possible to do so. 7.2 The Council endeavours to make available places for all baptised Roman Catholic pupils who wish to attend a Roman Catholic primary school. By prioritising baptised Roman Catholic pupils into Roman Catholic schools, the Council can ensure that this is achieved. Accordingly, there will be no negative impact on equalities groups.
Sustainability impact
8.1 The P1 and S1 intake process is managed so that efficiencies are achieved in terms of the number of classes formed, staff allocated and the accommodation
Education, Children and Families Committee – 24 May 2016 Page 16
utilised. More efficient use of school accommodation will reduce the running costs of the estate and mitigate the impact of population growth.
Consultation and engagement
9.1 Proposed class organisations were shared with Head Teachers at the end of January, with Head Teachers being asked to share the proposals with their Parent Councils. 9.2 Where a requirement for the creation of an additional class space has been identified, officers have worked with the Head Teacher to identify how this may be achieved.
Background reading/external references
Strategic Management of School Places for August 2015 – Report to Education, Children and Committee on 3 March 2015 Rising Rolls – Report to Education, Children and Committee on 8 December 2015 Children and Families Asset Management Plan – Report to Education, Children and Families Committee on 8 December 2015 Admissions to Mainstream Schools – policy approved 1 March 2016
Alistair Gaw Acting Executive Director of Communities and Families
Contact: Billy MacIntyre, Head of Operational Support E-mail: [email protected] | Tel: 0131 469 3366
Links
Coalition pledges P2 - Hold the maximum P1 class size at 25 and seek to reduce class sizes in line with Scottish Government recommendations P4 - Draw up a long-term strategic plan to tackle both over-crowding and under use in schools Council outcomes CO1 - Our children have the best start in life, are able to make and sustain relationships and are ready to succeed CO2 - Our children and young people are successful learners, confident individuals and responsible citizens making a positive contribution to their communities
Education, Children and Families Committee – 24 May 2016 Page 17
Single Outcome Agreement SO3 - Edinburgh's children and young people enjoy their childhood and fulfil their potential Appendices 1. P1 and S1 Intake August 2016 Timetable 2. P1 Registrations (2015) and Actual P1 Catchment Pupils Retained 3. Secondary School Intake Limits
Education, Children and Families Committee – 24 May 2016 Page 18
Appendix 1 P1 & S1 Intake – Session 2016/17: Timetable of Events
When? What is happening?
All N5 & P7 pupil address data verified and UPRN allocated on Click+Go. Catchment schools identified and initial information letters sent to parents. By 30 October 2015 P1/S1 Placing In Schools Booklet reviewed and updated. Posters advertising registration week distributed to all nursery & primary schools (including Partner Provider nurseries).
Primary schools open day for parents of 4 November 2015 catchment P1 children.
Advert in Evening News & Metro publicising P1 & 5 November 2015 S1 procedures.
P1 registration week starts. RC baptismal certificates to be collated at time of registration (if applicable). Catchment pupil details to be recorded on SEEMiS. Provisional Allocations Report populated for P7 pupils, based on address details held on Click+Go. Secondary schools send appropriate supply of 9 November 2015 school handbooks to primary schools for onward distribution to P7 pupils. Online non-catchment placing request form goes live. From this date requests are recorded by GAP on SEEMiS each day and acknowledgment letter or automated email sent to parents confirming receipt.
P1 registration week ends. Subsequent registrations by appointment. 13 November 2015 School Placements team begin liaising with Corporate Fraud Team to query dubious
Education, Children and Families Committee – 24 May 2016 Page 19
When? What is happening? addresses.
Closing date for return of primary school proposed class organisation to Devolved Finance & Resource Officer. 27 November 2015 All catchment P1 pupils registered during registration week to be recorded on SEEMiS by this date.
Closing date for non-catchment placing requests to allow for accurate projection of requests citywide. 24 December 2015 Secondary Head Teachers to inform Devolved Finance & Resource Officer of projected roll for 2016/17.
Nursery & Primary schools to investigate N5 children who are not yet registered on SEEMiS and encourage parents to register. Meeting held involving Senior Education Manager (Inclusion & Pupil/Parent Support), GAP, Devolved Finance & Resource, Council Solicitor, Asset Planning and Communications Service to assess From demand for places citywide, propose intake limits 5 January 2016 and class organisations for 2016/17. Oversubscribed Roman Catholic schools identified and letters sent to affected parents. Preparation of reports to Committee on Pupil/Student Support. Home to school route measurements requested to prepare for the creation of waiting lists.
Mid January 2016 Primary Head Teacher seminars take place.
Proposed intakes and class organisations issued By to Head Teachers by Devolved Finance & 31 January 2016 Resource Officer.
Education, Children and Families Committee – 24 May 2016 Page 20
When? What is happening?
Parent Council meetings take place, where Early to Mid appropriate. February 2016 Draft staffing allocations notified to schools by Devolved Finance & Resource Officer.
Meeting of the Committee on Pupil/Student Support to consider exceptional reasons submitted Late February 2016 for placement in all oversubscribed schools. Waiting lists to be created based on committee decisions.
Catchment guarantee date. All children who are resident in the catchment area by this date are guaranteed a place in their non-denominational catchment school unless they move address 29 February 2016 before the start of the 2016/17 session. New Intake Registration screen and Delete Registration screen locked from this date – schools to email late P1 registrations after this date to School Placements team.
Decisions on oversubscribed schools sent to parents. Waiting lists become operational. 11 March 2016 Preparation of reports to the Placing in Schools Appeal Committee commences.
31 March 2016 Closing date for requests to delay entry to P1.
Closing date for submission of placing in 15 April 2016 school appeals and second-preference requests.
Primary & Secondary schools to confirm places with parents and invite to induction visit. Inform From GAP if places are declined. 19 April 2016 Decisions on late and second-preference placing requests sent to parents in writing from this date onwards.
May – June 2016 Placing in Schools Appeal Committee hearings
Education, Children and Families Committee – 24 May 2016 Page 21
When? What is happening? take place.
21 – 23 June 2016 P7 transition days.
Waiting lists passed to relevant schools. Responsibility for subsequent allocation of places devolved to Head Teacher from this date following waiting list priority. Primary & Secondary schools to contact parents of
children who have not attended as expected by From telephone. If unable to contact parent letter issued 15 August 2016 by recorded delivery giving seven days to respond advising place will be given up if necessary. Where possible, one reserved place per class held at primary schools for incoming catchment children.
Places held by children who have not attended as 29 August 2016 expected can be withdrawn.
Pupil data cleared from SEEMiS in preparation 5 September 2016 for next session’s intake.
Education, Children and Families Committee – 24 May 2016 Page 22
Appendix 2 P1 Registrations (2015) and Actual P1 Catchment Pupils Retained
P1 Catchment Pupils Registrations Attending (Sept % Change
(Jan 2015) '15 Census)
Abbeyhill Primary School 35 27 -22.9% Balgreen Primary School 59 55 -6.8% Blackhall Primary School 74 56 -24.3% Bonaly Primary School 63 55 -12.7% Broomhouse Primary School 17 30 76.5% Broughton Primary School 44 42 -4.5% Brunstane Primary School 25 21 -16.0% Bruntsfield Primary School 77 61 -20.8% Buckstone Primary School 65 62 -4.6% Bun-sgoil Taobh na Pàirce (Parkside Primary) 53 57 7.5% Canal View Primary School 57 34 -40.4% Carrick Knowe Primary School 72 51 -29.2% Castleview Primary School 44 32 -27.3% Clermiston Primary School 69 70 1.4%
Clovenstone Primary School 37 30 -18.9% Colinton Primary School 19 26 36.8% Corstorphine Primary School 94 83 -11.7% Craigentinny Primary School 51 33 -35.3% Craiglockhart Primary School 57 43 -24.6% Craigour Park Primary School 58 68 17.2% Craigroyston Primary School 46 39 -15.2% Cramond Primary School 62 57 -8.1% Currie Primary School 68 61 -10.3%
Dalmeny Primary School 9 3 -66.7% Dalry Primary School 39 35 -10.3% Davidson's Mains Primary School 77 79 2.6% Dean Park Primary School 65 53 -18.5% Duddingston Primary School 44 37 -15.9% East Craigs Primary School 65 65 0.0%
Education, Children and Families Committee – 24 May 2016 Page 23
P1 Catchment Pupils Registrations Attending (Sept % Change
(Jan 2015) '15 Census)
Echline Primary School 37 28 -24.3% Ferryhill Primary School 45 48 6.7% Flora Stevenson Primary School 104 75 -27.9% Forthview Primary School 55 42 -23.6% Fox Covert ND Primary School 34 29 -14.7% Fox Covert Roman Catholic Primary School 28 25 -10.7% Gilmerton Primary School 67 69 3.0% Gracemount Primary School 64 56 -12.5%
Granton Primary School 63 62 -1.6% Gylemuir Primary School 63 68 7.9% Hermitage Park Primary School 53 43 -18.9% Hillwood Primary School 14 11 -21.4% Holy Cross Roman Catholic Primary School 51 43 -15.7% James Gillespie's Primary School 97 84 -13.4% Juniper Green Primary School 66 61 -7.6% Kirkliston Primary School 75 63 -16.0% Leith Primary School 60 59 -1.7% Leith Walk Primary School 37 29 -21.6% Liberton Primary School 72 81 12.5% Longstone Primary School 47 30 -36.2% Lorne Primary School 28 26 -7.1% Murrayburn Primary School 31 33 6.5% Nether Currie Primary School 8 6 -25.0% Newcraighall Primary School 15 10 -33.3% Niddrie Mill Primary School 32 30 -6.3% Oxgangs Primary School 71 55 -22.5% Parsons Green Primary School 55 54 -1.8% Pentland Primary School 72 66 -8.3% Pirniehall Primary School 18 20 11.1% Preston Street Primary School 39 39 0.0% Prestonfield Primary School 17 15 -11.8% Queensferry Primary School 63 54 -14.3%
Education, Children and Families Committee – 24 May 2016 Page 24
P1 Catchment Pupils Registrations Attending (Sept % Change
(Jan 2015) '15 Census)
Ratho Primary School 32 25 -21.9% Roseburn Primary School 45 36 -20.0% Royal Mile Primary School 22 20 -9.1% Sciennes Primary School 78 73 -6.4% Sighthill Primary School 43 41 -4.7% South Morningside Primary School 106 91 -14.2% St Catherine's Roman Catholic Primary School 38 29 -23.7% St Cuthbert's Roman Catholic Primary School 40 23 -42.5%
St David's Roman Catholic Primary School 66 50 -24.2% St Francis' Roman Catholic Primary School 39 22 -43.6% St John Vianney Roman Catholic Primary School 50 26 -48.0% St John's Roman Catholic Primary School 52 51 -1.9% St Joseph's Roman Catholic Primary School 63 46 -27.0% St Margaret's Roman Catholic Primary School 8 10 25.0% St Mark's Roman Catholic Primary School 34 28 -17.6% St Mary's Roman Catholic Primary School (Edin.) 75 52 -30.7% St Mary's Roman Catholic Primary School (Leith) 65 49 -24.6% St Ninian's Roman Catholic Primary School 58 50 -13.8% St Peter's Roman Catholic Primary School 88 59 -33.0% Stenhouse Primary School 40 32 -20.0% Stockbridge Primary School 39 40 2.6% The Royal High Primary School 37 33 -10.8% Tollcross Primary School 21 18 -14.3% Towerbank Primary School 100 94 -6.0% Trinity Primary School 77 64 -16.9% Victoria Primary School 35 24 -31.4% Wardie Primary School 94 79 -16.0%
Education, Children and Families Committee – 24 May 2016 Page 25
Appendix 3 S1 Intake Limits 2016
S1 Intake Limit S1 Intake Limit Secondary School 2016 2015
Boroughmuir High School 200 220
Broughton High School 220 220
Craigroyston High School 120¹ n/a
Holy Rood RC High School* 220 220
James Gillespie's High School 240 200
Portobello High School 260 n/a
St Thomas of Aquin’s RC High School 140 n/a
The Royal High School 220 220
* subject to annual review ¹ subject to review – increase to 140 possible
Note: The school intake limits are imposed to prevent a school from becoming overcrowded and exceeding its notional capacity. The remaining high schools do not have an intake limit as potential over occupancy has not been an issue.
Education, Children and Families Committee – 24 May 2016 Page 26
Education, Children and Families Committee
10am, Tuesday, 24 May 2016
Primary School Estate Rising Rolls
Item number Report number Executive/routine Executive Wards Drum Brae/Gyle (3); Forth (4); Inverleith (5); Corstorphine/Murrayfield (6); Fountainbridge/Craiglockhart (9); Meadows/Morningside (10); City Centre (11); Leith Walk (12); Leith (13); Liberton/Gilmerton (16); Portobello/Craigmillar (17) Executive summary
This report provides an update on the potential accommodation pressures which may arise in August 2017 and beyond at Bruntsfield, Liberton, Newcraighall, Stockbridge, St Margaret’s RC, Trinity and Victoria Primary Schools. It also identifies a further school, Corstorphine Primary School, which has been added to the Rising Rolls programme for August 2017 since the report to Committee on 1 March 2016. This report outlines the engagement undertaken with the working groups which were established at each of these schools and the actions proposed following these discussions. This includes the detailed development of new build solutions at Liberton and Trinity; of internal reconfiguration of existing spaces at Bruntsfield and St Margaret’s RC and the commissioning or updating of feasibility work at Corstorphine, Newcraighall, Stockbridge and Victoria Primary Schools. Where new build options are proposed these will be developed to respond to the potential pressures allowing these to be delivered, if required, in advance of August 2017 with the decision to progress to implementation being taken in January 2017. Any new build accommodation would, as in previous years but subject to satisfactory terms being agreed, be delivered through Hub South East Scotland Limited. Links
Coalition pledges P4 Council outcomes C01 and C02 Single Outcome Agreement S03
Report
Primary School Estate Rising Rolls
Recommendations
1.1 Note the content of this report. 1.2 Based on the assessment of options which is set out in Appendix 1, approve the delivery at Liberton Primary School for August 2017 of either: (i) two new classrooms; or (ii) four new classrooms (addressing suitability issues associated with a lack of hall space) subject to the final decision regarding the necessity for such provision being delegated to the (if still applicable at that time Acting) Executive Director of Communities and Families to be taken in January 2017 (or earlier if appropriate) upon assessment of pupil registration figures. 1.3 Approve that internal reconfiguration works be undertaken at Bruntsfield and St Margaret’s RC Primary Schools to provide increased classroom provision for August 2017. 1.4 Approve the detailed development of new accommodation at Trinity Primary School subject to the final decision regarding the necessity for such provision being delegated to the (if still applicable at that time Acting) Executive Director of Communities and Families to be taken in January 2018 (or earlier if necessary) upon assessment of pupil registration figures and the long-term accommodation solutions identified through any formal or informal consultation processes. 1.5 To delegate authority to the (if still applicable at that time Acting) Executive Director of Communities and Families to: (i) Agree what the most appropriate final solution for each school would be taking into consideration factors such as cost, deliverability and the impact on the school. (ii) Approve the final costs of the most appropriate final solution (whilst always ensuring that value for money is achieved). 1.6 Approve that feasibility studies be commissioned regarding Victoria Primary School and the former Fort Primary School building to identify the potential additional capacity which may be achieved in the Trinity/Victoria area. 1.7 Note the intention to use the completed feasibility studies to inform a single Trinity and Victoria Primary Schools working group to develop a long-term
Education, Children and Families Committee – 24 May 2016 Page 2
strategy for the Trinity/Victoria area and report the proposed approach to Committee in October 2016. 1.8 Approve that a feasibility study be commissioned regarding Corstorphine Primary School to assess the viability of sub-dividing the existing dining hall. 1.9 Note the intention to report the findings of the feasibility study and conclusions of the Corstorphine Primary working group to Committee in October 2016. 1.10 Approve that a feasibility study be commissioned regarding Newcraighall Primary School to assess options to relocate the nursery class and refurbish the existing nursery class for primary classroom use. 1.11 Note the intention to report the findings of the feasibility study and conclusions of the Newcraighall Primary working group to Committee in October 2016. 1.12 Note that the latest cost projection to 2020/21, excluding any further costs to deliver the additional capacity which may be required at Stockbridge, Corstorphine and Victoria Primary Schools (the latter including any works required at the former Fort Primary School) represents a funding deficit of £1.853m for which additional resources will need to be identified in future capital budgets. This is based on a two class new building being provided at Liberton Primary School for August 2017; the provision of a four class new building would increase the projected costs, and the estimated deficit, by a further £0.36m.
Background
2.1 Primary school rolls are projected to rise to an estimated 31,300 pupils by 2020 which is an increase of 8.67% on the position at the start of the 2015/16 school year. 2.2 This growth is being driven by a high birth rate across the city which has maintained P1 intakes at a high level since 2012/13. However, the birth rate fell in 2014/15 and the initial data received suggests a far more significant drop occurred in 2015/16. This may therefore bring some reduction in the pressure on early stages from 2019/20. Until then the key Council requirement to accommodate demand from catchment pupils at the P1 stage will remain a significant challenge. Additionally, the impact of the prolonged period of high P1 intakes is likely to maintain school rolls at a high level and place pressure on the accommodation available to meet demand for places beyond 2019/20. 2.3 A report to Committee on 10 December 2013 set out how the school roll projections were derived; explained the difficulties associated with making accurate catchment projections in a city as fast changing as Edinburgh and explained the further detailed analysis which would require to be carried out on an annual basis to identify any school where a pressure on accommodation to meet catchment demand may be experienced in future years.
Education, Children and Families Committee – 24 May 2016 Page 3
2.4 An update on projected primary school roll projections at a city-wide level was included in the Rising School Rolls report to Committee on 8 December 2015. As a result of the detailed analysis subsequently undertaken, seven primary schools were identified as potentially facing accommodation pressures in August 2017 and beyond. The seven schools, together with a range of potential solutions which had been identified for each school to address the accommodation pressures, were detailed in a report to Committee on 1 March 2016. 2.5 New Rising Rolls working groups consisting, where possible, of the Head Teacher and other school staff, representatives from the school’s Parent Council and officers from the School Estate Planning Team were established at six of these schools (Liberton, Newcraighall, St Margaret’s RC, Stockbridge, Trinity and Victoria) to identify the preferred and proposed accommodation solution. In the case of Stockbridge and Victoria, this has resulted in identification of a requirement for further information on which to develop a long-term accommodation strategy. 2.6 Bruntsfield Primary School had previously been identified as part of phase two of the Rising Rolls process resulting in the completion of a feasibility study identifying strategies for the expansion of the school through internal reconfiguration. Works were subsequently undertaken for August 2014 and August 2015. 2.7 For the schools where new working groups were established, a meeting of each group has now been held and this report outlines the outcome of these meetings including the proposed solution for each school or the approach to be adopted in identifying a solution. As in previous years, due to the tight delivery timescales required it is recommended that the final decisions regarding implementation of proposals requiring new build accommodation for August 2017 be delegated to the (if still applicable at that time Acting) Executive Director of Communities and Families, these being taken in January 2017 (or earlier if appropriate) upon assessment of pupil registration figures. 2.8 At its meeting on 1 March 2016, Committee requested that officers develop a variant option for Liberton Primary School which would, in addition to delivering the classroom spaces identified as necessary to address future demand, provide an extended activity area to take pressure off the school’s single available hall space. An analysis of the benefits, and the additional cost, of providing the additional two classroom spaces which would be required to achieve this is included in Appendix 1. 2.9 Provision of accommodation solutions for August 2017 will be the fifth year of the primary school Rising Rolls programme. New accommodation was successfully delivered for August 2013 at Granton, Trinity and Wardie Primary Schools; for August 2014 at Broughton, Craigour Park, St David’s RC and Victoria Primary Schools and for August 2015 at Clermiston, Flora Stevenson, James Gillespie’s,
Education, Children and Families Committee – 24 May 2016 Page 4
Gilmerton, Pentland, Ratho and Wardie Primary Schools. The reconfiguration and refurbishment of Deanbank Resource Centre to create a new temporary P1 to P2 annexe for South Morningside Primary School was also completed for August 2015. 2.10 At its meeting on 1 March 2016, Committee asked that the next report on Rising Rolls include an update on accommodation pressures at Wardie Primary School. The high intake which will be experienced by Wardie Primary School in August 2016 was predicted by catchment births from five years prior. However, birth data also suggests that August 2016 is a peak and a significant drop in the P1 catchment population is projected for 2017 and 2018 which will allow intakes in these years to be accommodated within the school’s existing 19 class capacity. 2.11 It should also be noted that a desktop study has indicated that the impact of the Scottish Government’s new capacity guidance will result in the capacity of the Wardie Primary School increasing from 19 to 20 classes; officers from the School Estate Planning Team will visit the school in the coming months to confirm if this is the case. For these reasons, Wardie Primary School was not identified as a school facing accommodation pressures in the ‘Primary School Rising Rolls’ report to Committee in March. 2.12 Construction of new classrooms for August 2016 is currently underway at East Craigs, Fox Covert and St Mary’s RC (Leith) Primary Schools. However, due to highly significant discoveries made during the archaeology evaluation which was requested as part of the planning permission for St Mary’s RC (Leith), the completion of this project is likely to be delayed beyond August 2016 and contingency measures will be put in place until such time as the new classrooms are completed. 2.13 The Rising Rolls programme has also resulted in internal reconfiguration works being completed to create new classrooms at Bruntsfield, Gylemuir, Fox Covert and Stockbridge Primary Schools for August 2014 and at Bruntsfield, Granton and Liberton Primary Schools for August 2015. Internal reconfiguration works will take place at Ferryhill, Granton and Towerbank Primary Schools for August 2016. 2.14 In the Primary Schools Rising Rolls report to Committee on 1 March 2016 Corstorphine Primary School was not identified as a school potentially facing accommodation pressures in August 2017 and beyond. However, a subsequent review of the school’s capacity as part of the roll out of the Scottish Government’s capacity guidance issued in October 2014 has identified that the school may not have sufficient classroom space to support demand for catchment places in August 2017. Accordingly, a working group was established at the school and the outcome of the initial meeting of this group, together with the rationale for the school’s inclusion in the Rising Rolls programme, are included in Appendix 1.
Education, Children and Families Committee – 24 May 2016 Page 5
Main report
Schools Facing Possible Accommodation Pressures for August 2017 3.1 The following schools have been identified as facing potential accommodation pressures in August 2017 and beyond: Bruntsfield Primary School Corstorphine Primary School Liberton Primary School Newcraighall Primary School St Margaret’s RC Primary School Trinity Primary School 3.2 Working groups involving school staff and Parent Council representatives were established at all of these schools with the exception of Bruntsfield where the accommodation solutions have already been identified and agreed in previous phases of the Rising Rolls programme. Each of these working groups considered the analysis undertaken and agreed the preferred and proposed accommodation solution. 3.3 A summary of the proposed solution identified for each school, in most instances by the respective working group, is provided in Table 1 (below) with further detail included in Appendix 1. Where a working group is in place, this will continue to meet and develop the agreed option for the school through the design and approval stages. 3.4 Appendix 1 also highlights two schools – Stockbridge Primary School and Victoria Primary School – which have previously been part of the Rising Rolls programme and which are projected to continue to face accommodation pressures beyond 2017. The complexity of their situations merits early consideration of the pressures faced by these schools. The working groups established at these schools have identified a need for further information to allow a balanced assessment of the options available so that deliverable long- term strategies may be developed. 3.5 Table 1 (below) summarises any other issues which have been identified by each working group. Many of these issues are not within the scope of the Rising Rolls programme however liaison will be undertaken with colleagues in other areas of the Council to establish if these issues can be addressed with feedback being provided to the school and Parent Council at future working group meetings.
Education, Children and Families Committee – 24 May 2016 Page 6
Table 1: Summary of Proposed Solutions for Rising Rolls Schools for August 2017
Primary School Proposed Solution or Other Issues Raised by Working Group Action
Bruntsfield Internal reconfiguration of n/a existing accommodation to provide one additional classroom for August 2017 as per feasibility study undertaken in 2014.
Corstorphine Identify measures with Concerns were raised about the school management to limit disruption which the loss of the dining impact of additional class. space during a construction period would cause if sub-dividing the dining hall were Beyond 2017: feasibility an option. study to split dining hall into two levels.
Liberton Permanent two or four class Liberton is one of two schools in the City stand-alone building. which have a capacity of more than 14 classes but has a single hall space. The issue of the limited hall space being placed under further pressure by rising rolls and the introduction of free school meals was raised as an ongoing concern by the school and the Parent Council. This is acknowledged to be a suitability issue for the school. An option to allow the delivery of additional space which would take pressure off this single hall space is set out in Appendix 1 of this paper.
Newcraighall Feasibility to consider The Head Teacher raised concerns about relocation of the nursery to a the condition of the existing temporary temporary facility in the units and their remaining lifespan in school grounds and internal relation to the potential delivery of a new reconfiguration of existing school in the area. nursery accommodation for classroom space for August 2017 and any other viable options.
St Margaret’s RC Internal reconfiguration of The school currently has a single hall existing accommodation to which is only marginally larger than the provide one additional classrooms. Developers have provided classroom for August 2017. contributions which may be sufficient to allow the construction of a hall within the New build, stand-alone hall. school grounds.
Education, Children and Families Committee – 24 May 2016 Page 7
Primary School Proposed Solution or Other Issues Raised by Working Group Action
Trinity Reorganisation of existing The requirement to deliver an extension to spaces; development of address accommodation issues at Trinity design for two classroom will be dependent on the long-term stand-alone building. solution identified for the Trinity/Victoria area. The school have raised concerns about the further loss of external space a new class building would entail and have asked that consideration be given to realigning part of the adjacent park within the school boundary.
Stockbridge Update and refresh feasibility The school have raised concerns about work previously undertaken the impact that further classes on the site to identify accommodation will have on supporting spaces; solution for August 2018. particularly the small single hall. This is acknowledged to be a suitability issue for the school.
Victoria Undertake feasibility work to Parents have raised concerns about the identify further potential to impact that further classes on the site expand the school on its would have on supporting spaces – existing site. Also undertake particularly the external space and dining feasibility work at the former and gym provision. This would be a Fort Primary School to suitability issue for the school. identify the potential additional capacity it may offer the Trinity/Victoria area.
Delivering the New Accommodation 3.6 New stand-alone accommodation was successfully delivered for August 2013 at Granton, Trinity and Wardie Primary Schools; for August 2014 at Broughton, Craigour Park, St David’s RC and Victoria Primary Schools and for August 2015 at Clermiston, Flora Stevenson, James Gillespie’s, Gilmerton, Pentland, Ratho and Wardie Primary Schools. The new accommodation is of a very high quality and specification, is energy and carbon efficient and is spacious and light. The new facilities have been very well received at all schools by staff, pupils and parents. The process which was successfully followed for August 2013, August 2014 and August 2015 is also being used for the delivery of new stand-alone accommodation at East Craigs and Fox Covert Primary Schools which will be completed by August 2016. 3.7 The same process is also being followed to deliver new stand-alone accommodation at St Mary’s RC (Leith). However; due to highly significant discoveries made during the archaeology evaluation which was requested as part of the planning permission for St Mary’s RC (Leith), the completion of this
Education, Children and Families Committee – 24 May 2016 Page 8
project is likely to be delayed beyond August 2016 and contingency measures will be put in place until such time as the new classrooms are completed. 3.8 All of the new accommodation completed for August 2013, August 2014 and August 2015 was delivered through Hub South East Scotland Limited (HSESL). The new accommodation for August 2016 will also be delivered by HSESL. The continuity of provider and personnel has allowed lessons learned and improvements identified to be carried forward into each subsequent phase of the programme. 3.9 Due to the improvements made in the process during 2016 and the effective partnerships which have been developed it is recommended that, subject to satisfactory terms being agreed, the use of HSESL remains the preferred delivery option for the provision of any new stand-alone accommodation required for August 2017. The use of HSESL involves less risk in the timing of delivery as it does not involve the necessity for a protracted procurement process. However, the process still allows value for money to be achieved through external benchmarking. 3.10 For the reasons set out above it is also recommended that HSESL be commissioned to undertake the feasibility work required at Victoria Primary School and the former Fort Primary School. Their involvement in these works and the development of a new building at Trinity Primary School will provide continuity between the two projects in terms of the personnel involved, reducing the number of stakeholders and giving the design team the full overview required to input effectively into a long-term strategy for the Trinity/Victoria area. 3.11 In addition, given their recommended involvement in the delivery of a new hall at St Margaret’s RC Primary School, there may be benefit in also commissioning HSESL to undertake the necessary internal reconfiguration of space to provide the additional classroom space at the school. 3.12 The delivery of new stand-alone accommodation, feasibility work or refurbishment works is an identified requirement at up to eight school, or former school, sites and contract negotiations with Hub South East Scotland Limited will be progressed in relation to six of these projects. 3.13 The exception would be at Stockbridge where the feasibility work previously undertaken by the Council’s Building Programmes Team (BPT) may more effectively be reviewed and updated internally by the BPT; and at Corstorphine where the involvement of the BPT in the design of the extension should allow them to more efficiently draw together the information necessary. Progress and Next Steps 3.14 An Investment Steering Group oversees the delivery of the primary school Rising Rolls programme, including the delivery of any new accommodation required and the completion of any feasibility work commissioned. This operates based on the project management principles of Prince 2 following the same
Education, Children and Families Committee – 24 May 2016 Page 9
governance structure as all other Council major projects including the delivery of new schools. It is chaired by Communities and Families and involves Council officers from other service areas and also representatives from HSESL. 3.15 The working groups at each school will continue so the design team and officers from Communities and Families can continue to work with the schools and parent representatives to discuss proposed solutions, including suitable locations for any new accommodation which ultimately has to be delivered. The location of any new accommodation will be determined in part by the location of utilities and guidance from Planning. 3.16 This is the start of an iterative process which will involve a significant level of engagement with, and involvement of, the schools and parent representatives in agreeing the detail of the final solution. 3.17 A report outlining the solutions identified by the working groups at those schools where further feasibility work requires to be undertaken, will be taken to Committee for consideration in October 2016. 3.18 Where new build is required, following agreement of the location of the new building and the subsequent detailed design of the buildings, the next step would be the submission of planning applications which it is anticipated would be by the end of October 2016. 3.19 This approach also allows the projections of where the classrooms are needed to be refined once annual information on anticipated pupil numbers is available in January each year. A final decision regarding which schools will require additional accommodation for August 2017 will be taken by 31 January 2017 or earlier if necessary. This will mitigate the risk of any potentially unnecessary expenditure being incurred by closely monitoring, and then responding to, each school’s intake numbers and only delivering new accommodation if it is definitely required. 3.20 Should it be decided that additional accommodation is required this would then be delivered in the same way as in previous years with on-site construction starting in March 2017. The main structure of the buildings would be constructed off-site in factory conditions and then constructed on-site in a relatively short time period to minimise disruption to the schools.
Measures of success
4.1 The delivery of accommodation solutions at any primary school identified as facing potential future accommodation pressures to ensure the capacity of the school is appropriate to meet the level of demand for places from its catchment population. 4.2 The delivery of any accommodation required to a design specification which fully meets all educational related requirements.
Education, Children and Families Committee – 24 May 2016 Page 10
4.3 Delivery of the agreed projects on time, within budget and to the necessary quality.
Financial impact
Capital Expenditure 5.1 There is provision of £19.902m in the Capital Investment Programme to 2020/21 for the capital funding necessary to respond to the challenges arising from rising school rolls. This excludes any costs associated with providing a new school in the south Edinburgh area. 5.2 Whilst the available funding of £19.902m will still be sufficient to accommodate the majority of the anticipated capital funding requirements to August 2018 (excluding any further costs to deliver the additional capacity which may be required at Stockbridge Primary School, Corstorphine Primary School and Victoria Primary School, including any works required at the former Fort Primary School), if the period is extended to 2020/21 the funding requirements increase to an estimated £21.755m. This is based on a two class new building being provided at Liberton Primary School for August 2017; the provision of a four class new building would increase costs by a further £0.36m. 5.3 It should be noted that this forecast does not include any costs to create any additional capacity which may be required at Stockbridge, Corstorphine and Victoria Primary Schools (the latter including any works required at the former Fort Primary School). It is not possible to predict what the requirements might be regarding these schools due to the current uncertainty regarding how this would be provided and if it would entail any capital expenditure. Once the preferred approach becomes clearer following consultation with the schools an update will be provided to Committee. It is anticipated that this will be in October 2016. 5.4 The forecast costs also do not include provision for any works which may be required at Newcraighall Primary School or St Margaret’s RC Primary School as if they are required; it is assumed they would be funded from developer contributions. Again, once the preferred approach becomes clearer following consultation with the schools an update will be provided to Committee. It is anticipated that this will be in October 2016. 5.5 The latest cost projection, excluding any further costs to deliver the third phase of additional capacity which may be required at Stockbridge, Corstorphine and Victoria Primary Schools (the latter including any works required at the former Fort Primary School) represents a funding deficit of £1.853m for which additional resources will need to be identified in future capital budgets. This is based on a two class new building being provided at Liberton Primary School for August 2017; the provision of a four class new building would increase costs by a further £0.36m.
Education, Children and Families Committee – 24 May 2016 Page 11
5.6 The likelihood of additional capital funding being required to address rising rolls in both the primary and secondary school estates was identified in the recent report to Council on 21 January 2016 regarding the Capital Investment Programme. Revenue Costs 5.7 Providing additional accommodation will, in the majority of cases, result in an increase in the size of the establishment and, in turn, an increase in the associated revenue property costs e.g. rates, utilities and cleaning. All such costs will require to be funded from future revenue budgets as, and when, necessary. 5.8 The necessity for additional funding to be identified to meet these costs was incorporated in the review of anticipated demographic pressures in Communities and Families services which was undertaken earlier this year as reported to the Finance and Resources Committee on 24 September 2015. On 4 June 2015, the Finance and Resources Committee approved that additional demography funding of £2.1m be provided to Communities and Families within which £0.091m related to the property costs associated with rising rolls. This additional funding has been transferred to Corporate Property with whom responsibility for all property budgets now lies. Loans Charges 5.9 There is currently provision of £19.902m in the Communities and Families Capital Investment Programme to 2020/21 for the capital funding necessary to respond to the challenges arising from rising school rolls. 5.10 If this expenditure were to be funded fully by borrowing, the overall loan charges associated with this expenditure over a 20 year period would be a principal amount of £19.902m and interest of £12.674m, resulting in a total cost of £32.58m based on a loans fund interest rate of 5.0%. The annual loan charges would be £1.629m. 5.11 This report identifies that the capital funding necessary to respond to the challenges arising from rising primary school rolls may increase to £21.755m. If this expenditure were to be funded fully by borrowing, the overall loan charges associated with this expenditure over a 20 year period would be a principal amount of £21.76m and interest of £14.50m, resulting in a total cost of £36.26m based on a loans fund interest rate of 5.0%. The annual loan charges would be £1.813m.
Risk, policy, compliance and governance impact
6.1 All Communities and Families capital projects are delivered in line with the Council’s Risk Management Policy and Framework. Ensuring sufficient accommodation for catchment pupils to secure a place at their catchment school
Education, Children and Families Committee – 24 May 2016 Page 12
is the key objective of the primary school Rising Rolls programme and there is a significant reputational risk to the Council if this is not achieved. 6.2 The primary school Rising Rolls programme is overseen by an Investment Steering Group which operates based on the project management principles of Prince 2 following the same governance structure as all other Council major projects including the delivery of new schools. The consideration and management of risk is undertaken through this group. 6.3 The contractors delivering the accommodation will operate in accordance with all relevant legislative and health and safety requirements and have community engagement policies. The school community will be kept informed of any issues that arise during the construction process which again mitigates against the risk of criticism of the Council in relation to these high profile and visible projects. 6.4 The engagement of Hub South East Scotland Limited for delivery of the new build accommodation reduces the risk of project delay as procurement timescales are reduced and provides a considerable degree of cost certainty by establishing affordability caps prior to the finalisation of contracts.
Equalities impact
7.1 There are no negative equality or human rights impacts arising from this report. 7.2 By offering additional capacity at local schools the Council is responding to parental choice and endeavouring to offer all catchment pupils from all equalities groups the opportunity to attend their catchment school. The Council will continue to ensure that the needs of pupils who have a disability are met by the accommodation available at the schools affected by these proposals. The provision of facilities offered to school users with learning and behavioural support needs will be unaffected. 7.3 Accordingly, these proposals have no significant impact on any equalities groups and provide greater opportunities for catchment pupils to attend their catchment school. For these reasons, the overall equalities relevance score is 1 (out of a possible 9) and a full Equalities Impact Assessment is not required.
Sustainability impact
8.1 This project would see the addition of new classrooms across the City however it would create additional accommodation at local schools so that children can access their catchment school. Accordingly it should ensure that travel to school patterns are minimised.
Consultation and engagement
9.1 Where necessary, working groups involving school staff and parent council representatives were established at schools to consider the analysis previously
Education, Children and Families Committee – 24 May 2016 Page 13
undertaken and agree the proposed accommodation solution or the actions required to identify a solution. Meetings with each working group have already taken place. 9.2 The working group at each school will continue to allow the design team and officers from Communities and Families to work with the school and parent representatives to progress the delivery of the proposed solution including identification of the suitable location for any new accommodation which ultimately has to be delivered and its detailed design. Information events will also be arranged for the wider school communities as and when required.
Background reading/external references
There have been 10 previous reports to the Education, Children and Families Committee regarding the issue of rising school rolls on 9 October 2012; 8 October 2013; 10 December 2013; 4 March 2014; 20 May 2014; 9 December 2014; 3 March 2015; 19 May 2015; 8 December 2015 and 1 March 2016.
Alistair Gaw Acting Executive Director of Communities and Families
Contact: Crawford McGhie, School Estate Planning Manager E-mail: [email protected] | Tel: 0131 469 3149
Links
Coalition pledges P4 - Draw up a long-term strategic plan to tackle both over- crowding and under use in schools Council outcomes CO1 - Our children have the best start in life, are able to make and sustain relationships and are ready to succeed C02 - Our children and young people are successful learners, confident individuals and responsible citizens making a positive contribution to their communities Single Outcome SO3 - Edinburgh’s children and young people enjoy their Agreement childhood and fulfil their potential Appendices 1. Schools Facing Accommodation Pressures for August 2017
Education, Children and Families Committee – 24 May 2016 Page 14
Appendix 1 Schools Facing Accommodation Pressures for August 2017
1 Introduction 1.1 This appendix provides details of the potential accommodation pressures at the seven schools identified in the main report and the proposed solutions or actions required.
2 Bruntsfield Primary School Accommodation Issues 2.1 The ’Primary School Estate Rising Rolls’ report to Committee in March 2014 identified potential accommodation issues at Bruntsfield Primary School. Due to the small site occupied by the school Committee approved that a feasibility study be undertaken to identify how additional class space might be created through reconfiguration of the larger classrooms within the school building. This feasibility study was undertaken in 2014 and identified several options to increase the classroom capacity of the school. Individual projects were undertaken in the summer holidays in 2014 and 2015 to increase the classroom capacity for August in each of these years. 2.2 There are currently 92 P1 registrations for August 2016 which is marginally higher than had been suggested by projections. Allowing for drop off it is anticipated that all catchment pupils will be accommodated within a P1 intake of 83. However, with only two classes exiting at the end of the 2016/17 session and a projected requirement for a further three stream intake in August 2017, it is anticipated that the further works identified by the 2014 feasibility study will require to be undertaken in the summer of 2017. Solutions/Next Steps 2.3 As the works required at Bruntsfield Primary School to create an additional classroom for August 2017 have already been identified and agreed with the Rising Rolls working group at the school, Committee noted in March 2016 that the preferred approach would be for the Rising Rolls working group to review the works required in autumn 2016 once the actual P1 intake in August 2016 is known. 3 Corstorphine Primary School Accommodation Issues 3.1 Following the release of the Scottish Government’s ‘Determining Primary School Capacity’ guidance for local authorities, a desktop study was undertaken to identify the impact this new capacity methodology would have on the primary school estate. This study identified Corstorphine Primary School as increasing
Education, Children and Families Committee – 24 May 2016 Page 15
from an 18 class capacity under the old methodology to a 20 class capacity under the new methodology. For this reason the projected requirement to form a 20th class from August 2017 was not reported in the ‘Primary School Rising Rolls report’ to Committee on 1 March 2016. 3.2 However, as part of the capacity review process, a subsequent visit to the school by officers from the Communities and Families School Estate Planning Team identified that the school’s accommodation would be better suited to a 19 class capacity. This means that the school is projected to breach its available capacity in August 2017. 3.3 A composite arrangement in the school’s current organisation at P2/3 will mean that consistent three stream P1 intakes may be accommodated within 20 classes until this composite class exits the school in August 2020. At this time projections suggest that the school will be three stream at every stage and require 21 classes. Accordingly, while there is a requirement in the short-term to identify how 20 classes may be delivered, ultimately projections suggest that 21 classes will be required at the school. Solutions 3.4 Corstorphine Primary School is a large Victorian school building on a relatively small site. An extension of the school building to provide a new dining hall and classroom space was completed in 2013 and a new 50/50 nursery building is being developed which is estimated to be completed for Easter 2017. In addition, the school and the parent council have raised funding to undertake a significant playground improvements, phase one of which will be coordinated with the construction of the new nursery. These factors, together with the planning restrictions associated with the school site, mean that opportunities to provide additional accommodation on it are highly limited. 3.5 However, the new dining extension was built partly double height and there may be an opportunity to split this space to provide additional floor area. This may provide the space necessary to accommodate the additional classrooms required and would preserve the limited outdoor space. It is recognised that undertaking such a project might result in significant disruption to the operation of the school and may carry with it significant cost. Accordingly, School Estate Planning Officers and the school’s management have agreed that a full feasibility study is required to explore the opportunities and risks that this potential solution may present. The feasibility study will also consider what alternative options may be available if sub-division of the hall is ultimately neither deliverable nor cost effective. 3.6 However, regardless of the solution ultimately progressed it is unlikely that it will be possible to make provision for a 20th classroom for August 2017. Accordingly, school management and School Estate Planning Officers are considering the measures which may be put in place to allow the 20th class to
Education, Children and Families Committee – 24 May 2016 Page 16
be accommodated whilst minimising the impact on other learning and teaching spaces. Next Steps 3.7 A feasibility study will be commissioned which considers whether extending the upper floor above the dining hall may provide additional classroom space and what the implications of this proposal might be in terms of disruption to the school, timescales and costs. It is proposed that the final study, and any measures to be implemented by August 2017, be considered by a working group consisting of school management, parent representatives and School Estate Planning Officers following the summer break in August 2016. 4 Liberton Primary School Accommodation Issues 4.1 In April 2013 Liberton Primary School was identified as a school facing accommodation pressures for August 2014 on the basis of a particularly high number of births in the catchment area in 2008/09. If the intake in August 2013 were to have exceeded 60 pupils as the birth rate five years prior and the P1 registrations in January 2013 suggested it might, this would have necessitated the delivery of an additional classroom for August 2014. Accordingly, Liberton Primary School was included in the second phase of the Rising Rolls programme. 4.2 The ‘Primary School Estate Rising Rolls’ report to Committee on 8 October 2013 noted that two options to address accommodation pressures at the school were being progressed. The first option would result in the delivery of five additional classrooms in a single phase while a second option would deliver the five classrooms in two phases with three classrooms in an initial phase and, subject to the requirement for the additional space being confirmed, a second phase of two further classrooms. 4.3 However, Liberton Primary School has only a single hall space and it was subsequently agreed that there would be benefit in delivering the first option as this would allow the additional classroom spaces to be used as a single, but sub dividable, activity space which would assist the school in taking pressure off the hall. 4.4 There were also cost efficiencies associated with the delivery of the classroom space in a single phase if the additional space were ultimately to be required. Accordingly, detailed designs for a single-storey five class new build at Liberton Primary School to be delivered in a single phase were developed through the Rising Rolls working group process and secured planning approval in December 2013. 4.5 However, the actual P1 intake in August 2013 reduced to 60 pupils and the decision was taken in January 2014 not to progress delivery of the proposed
Education, Children and Families Committee – 24 May 2016 Page 17
classroom building for August 2014. Instead it was determined that the requirement for additional accommodation would continue to be reassessed on an annual basis. 4.6 The release in October 2014 of the Scottish Government’s ‘Determining Primary School Capacity’ guidance for local authorities changed the way in which primary school capacity is assessed and allowed the creation of an additional classroom space within Liberton Primary School’s existing accommodation. This allowed the high intake projected in 2015 to be accommodated but the larger numbers ‘bounced’ back from the Roman Catholic sector increased the numbers beyond those forecast. 4.7 The ‘Primary School Estate Rising Rolls’ report to Committee on 1 March 2016 stated that “allowing for some drop-off the actual P1 registrations for August 2016 are in-line with projections which do indicate an intake of 66 should be expected in 2016”. However, at the time of writing there are 77 P1 catchment pupils registered suggesting that the intake in 2016 will exceed projections and will require that the school either reorganise to accommodate a third P1 class in an existing GP space or team teach two large classes of up to 41 and 36 pupils at P1. 4.8 The P1 intake in 2015 exceeded projections and registrations for P1 in August 2016 suggest that this intake will also exceed projections. This means that additional accommodation will be required for August 2017. Solutions 4.9 While they have exceeded projections, higher intakes in 2015 and 2016 were expected and have demonstrated the trend predicted by catchment birth data. If this trend were to continue, the two additional years of birth data available since Liberton Primary School’s inclusion in Rising Rolls phase 2 in 2013 suggest that a small increase in 2017 will be followed by a fall in numbers with the school ultimately returning to intakes of 60 pupils in the long-term. This would suggest that the second phase of expansion originally proposed in 2013 may no longer be necessary. 4.10 Furthermore, having already delivered an additional classroom through application of the capacity methodology released by the Scottish Government in October 2014, the requirement for three classrooms in a first phase may be reduced. Accordingly, the five classroom model previously developed is now considered to be excessive and it is considered that a two classroom building would be sufficient to meet the pressures suggested by current projections. 4.11 However, as the parent representatives on the Working Group stated in their deputation to the Education, Children and Families Committee meeting on 1 March 2016, they have concerns about the school’s ability to continue to deliver the Scottish Government target of 2 hours of PE due to the pressure a growing class timetable will place on the school’s single hall. They argue that for two
Education, Children and Families Committee – 24 May 2016 Page 18
hours of quality PE to be provided for 15 classes, 30 hours of PE requires to be timetabled and this cannot be achieved in the school’s single hall space which is limited to a maximum of 18 hours a week for PE due to the requirement to also deliver lunches, assemblies and other events in this space. While the 18 hours of hall time are augmented by 12 hours of outdoors PE, parents and school management have concerns regarding the practicality of this arrangement in providing a quality learning experience in all seasons. 4.12 The school advised that, for example, during a four-week audit in February/March 2016 it was identified that, despite timetabling two hours of PE per week for each class, this target was met on only 85% of occasions. The school reported that the majority of cancelled lessons were due to periods of heavy rain or because the hall was required for another purpose (e.g. visiting speaker, presentations or class photographs). Furthermore, in some cases where the two hours of PE target was achieved, it was only possible to do so by undertaking PE sessions in the music room, a small classroom sized GP space. This significantly limited the quality of the learning experience and impacted on other areas of the curriculum as lessons planned for the music room during these times had to be cancelled. 4.13 There are 21 primary schools across the primary estate which have a single hall. However, Liberton Primary School is one of only two operating with more than 14 classes. While the limitations presented by a single hall are acknowledged, this is a suitability issue and there is currently no budget available to address suitability issues across the school estate. 4.14 Accordingly, school management and the parent representatives on the Working Group would like the Education, Children and Families Committee to consider approving the delivery of a four classroom Rising Rolls building rather than the two classroom building which it is suggested by the projections is required. This would allow the school to form a large open activity area from two adjoining classroom spaces which could be used for a number of PE activities including fitness circuits, aerobics, small ball skills and some indoor athletics activities. 4.15 In addition, this space could be used for many of the curricular activities and whole school events which require a large space so that the main hall could be freed up for PE activities. While this activity space would essentially be two classroom spaces and could not be considered a hall, school management believe that it would provide a facility which ensures that the school could provide the year-round entitlement for two hours of PE for all children even with the projected increase to 17 classes. 4.16 The implications of the Education, Children and Families Committee approving the delivery of a four classroom building rather than a two classroom building it has been assessed is required to address projected demand is an estimated additional cost of £0.36m from the Rising Rolls capital budget representing the
Education, Children and Families Committee – 24 May 2016 Page 19
difference (adjusted for inflation) between the cost of a four classroom model and a two classroom model. Next Steps 4.17 Committee is asked to consider whether a two or four classroom building should be delivered at Liberton Primary School. 4.18 The working group has considered location options for a new two or four classroom building ahead of engagement with the design team prior to the end of the summer term. 5 Newcraighall Primary School Accommodation Issues 5.1 Newcraighall Primary School is located in an area which is experiencing significant housing development and forms part of the Local Development Plan (LDP). Accordingly, while the birth rate within the existing catchment population is falling, pupil generation from housing developments is likely to result in demand for places at all stages, particularly at P1 to P3. 5.2 Historically, the number of catchment pupils generated at P1 has been very low. However, Newcraighall draws significant numbers of pupils from outside its catchment area – most notably from the Niddrie area – and this means that spare places within the class organisations formed tend to fill quickly. 5.3 Recent increases in the number of catchment pupils arriving at P1 has meant that forming the composite classes required to maintain the school within a six class organisation has proved to be difficult. The Council has a statutory obligation to fill these places if the demand exists and, as a result, P1 class sizes in the past two years have been 25 pupils within a standard class. As it is not possible to form a composite P1/2 class with a P2 which is 25 pupils, the intake limit for the P1 in August 2016 will also be 25 pupils and, assuming that this does not fall during the course of the 2016/17 session, it is likely that the intake in August 2017 will also be 25 pupils. Only at later stages where a drop off in pupils between year groups may take place might the opportunity to form composite classes exist. However, any loss of pupils at Newcraighall in the next few years is likely to be more than compensated for by demand for places from pupils moving into the area. 5.4 Accordingly, projections suggest that by August 2017 the school may require an additional classroom to allow the formation of a single class for each year group. Due to development in the area, developer contributions are available for improvements at the school. Solutions 5.5 There is significant uncertainty regarding the proposals in the LDP both in terms of the number of pupils likely to be generated and the timescales within which these pupils may come forward. The area proposed for development falls in its Education, Children and Families Committee – 24 May 2016 Page 20
entirety within Newcraighall Primary School’s catchment area and a new school has provisionally been proposed as part of this development with the additional capacity to be funded by developer contributions. 5.6 The difficulties associated with populating a new school and the need for an efficient and strategic approach to accommodating demand for places within what is already Newcraighall’s catchment area may mean that there are considerable advantages in relocating Newcraighall Primary School to a new, larger school building rather than establishing an entirely new school and undertaking catchment change. 5.7 However, until the Scottish Government’s reporter has returned their verdict on the Council’s LDP proposals in May 2016 and there is greater certainty regarding the development proposals for the area, forming a strategic long-term plan for the existing school estate in the area is difficult to achieve. For this reason it is proposed that the solutions developed at Newcraighall to address the short to medium term accommodation issues at the school do not commit the Council to a course of action which may ultimately be superseded within a short time frame. 5.8 Accordingly, the discussions held between Council officers and the school’s Head Teacher have focused on what might temporarily be achieved within the school’s existing accommodation and the wider school site, including two areas of land adjacent to the school boundary which were made available to the school by developers. 5.9 With the potential introduction of further increased hours at nursery level there may be a requirement to identify ways of expanding the Early Years service offered within the area. However, it is considered that the nursery facilities currently available at Newcraighall Primary School, which it is understood include the first nursery classroom built in Edinburgh, lacks in the facilities expected of a larger nursery and may not easily be expanded within its existing accommodation. The nursery classroom may, however, provide a good quality primary classroom space. Accordingly, initial proposals have focused on relocating the nursery facilities within the school to a temporary nursery unit, such as the one currently successfully being employed at Leith Primary School; and the refurbishment of the existing nursery to provide the additional classroom space necessary. Next Steps 5.10 The initial proposal set out above, together with an analysis of other accommodation on the school site, including the risks and opportunities presented by the school’s existing temporary classroom unit, will be explored and developed in detail and considered in light of the Scottish Government’s reporter’s findings regarding the LDP at the end of May 2016. A further meeting
Education, Children and Families Committee – 24 May 2016 Page 21
with the school management will be arranged prior to the end of the summer term to agree the solution to be progressed. 6 St Margaret’s RC Primary School Accommodation Issues 6.1 The school roll at St Margaret’s RC Primary School has increased every year since 2010/11 from 89 pupils to 110 pupils in 2015/16 which is the highest the roll has been since the 2004/05 session. 6.2 The school has a five class capacity and relies on being able to form composite classes across most stages to accommodate demand. However, projections suggest that pupils generated from new housing in the area may make the formation of composite classes at every stage difficult to sustain and an additional class may be required from August 2017. 6.3 Due to development in the area developer contributions are available for improvements at the school. Solutions 6.4 The working group concluded that the size of the existing classroom spaces in the building would allow their sub-division to create additional classroom spaces. This would have the advantage of limiting the impact on external areas and would allow the works to be phased so that additional classroom space is delivered only when it can be confirmed that it is absolutely required. These works will be funded through the developers contributions received to date. 6.5 The school has a single hall which is only marginally larger than its classrooms. Accordingly, it is proposed that the developer contribution funding received will be applied towards the cost of providing a new hall for the school. Next Steps 6.6 As the hall will be funded via developer contributions further details of this proposal will be included in future LDP Education Infrastructure updates to Committee. However, the working group established to oversee the delivery of additional classroom space will also oversee this project and location options for a new hall have been considered ahead of engagement with the design team prior to the end of the summer term. 7 Stockbridge Primary School Accommodation Issues 7.1 Stockbridge Primary School was identified in April 2013 as facing potential accommodation pressures and was included in the Rising Rolls programme for August 2014. Due to the size of the school site, delivering a new build classroom option was discounted. Instead, the solution identified through the working group was to make better use of the available accommodation by
Education, Children and Families Committee – 24 May 2016 Page 22
refurbishing and reconfiguring the nursery and school accommodation within the annexe building to provide two additional classrooms. 7.2 However, the work undertaken in August 2014 was only the first in a three phase approach approved in the ‘Primary School Estate Rising Rolls’ report to Committee on 8 October 2013. This report identified a potential requirement for a further three classrooms to be delivered in phases 2 and 3 at Stockbridge Primary School and current projections suggest that this requirement remains. Solutions/Next Steps 7.3 A feasibility study undertaken in 2013 identified that phases 2 and 3 would not be straightforward, requiring potentially disruptive works and the acquisition of adjacent land or properties. With projections now suggesting that phase 2 will be required for August 2018 and phase 3 for August 2019, the working group has agreed that it would be prudent to begin the process of reviewing the solutions identified for phases 2 and 3 and, where appropriate, developing these in greater detail. 7.4 Also, in light of changes in the school roll and potential residential developments in the catchment area since 2013, the working group also acknowledges that it would be beneficial to consider whether other options which may have been discounted in 2013 may now offer greater potential. 7.5 Accordingly, feasibility work undertaken in 2013 will be refreshed and updated and other options will be explored and developed as necessary ahead of a meeting with working group members in August 2016 to agree the solution(s) to be progressed. 8 Trinity Primary School (and Victoria Primary School) Accommodation Issues 8.1 Following the release of the Scottish Government’s ‘Determining Primary School Capacity’ guidance for local authorities a desktop study was undertaken to identify the impact this new capacity methodology would have on the primary school estate. This study identified that the existing assessment of an 18 class capacity at Trinity Primary School would not change as a result of the new guidance. For this reason, the projected requirement to form a 19th class at Trinity Primary School from August 2017 was reported to Committee on 1 March 2016 in the ‘Primary School Rising Rolls’ report. 8.2 However, following the establishment of the Rising Rolls working group at the school, it has been identified with school management that, with some minor reorganisation of space, a 19th class could be created without breaching the capacity guidance provided by the Scottish Government. Accordingly, this internal reorganisation and reassessment of the school as having a 19 class capacity will mean that the projected P1 intake in August 2017 can now be accommodated.
Education, Children and Families Committee – 24 May 2016 Page 23
8.3 The P1 projections for Trinity Primary School in August 2016 suggested an intake of 72 pupils should be anticipated. Currently there are 83 catchment registrations requiring that a P1 intake limit of 90 pupils be applied. If the unexpected significant increase in registrations for August 2016 were to be repeated in August 2017, while this could now be accommodated within the revised capacity, it would mean that the projected three stream P1 intake in August 2018 could not. 8.4 Furthermore, Trinity Primary School is located adjacent to Victoria Primary School which is coming under increasing pressure from pupils generated from the Waterfront development. Victoria Primary School is a small 10 classroom capacity school which was extended in 2014 as part of the Rising Rolls programme. However, the scale of existing development in the area means that Victoria may also exceed its available capacity in August 2018. 8.5 In addition to known or confirmed development, both Trinity and Victoria Primary School’s catchment areas include significant areas designated for development through the Local Development Plan. The current uncertainty regarding the future potential of these sites means that it is not possible to form accurate or reliable roll projections. However, based on the proposals currently being considered by the Scottish Government’s reporter, high level estimates suggest that Victoria and Trinity may eventually be required to accommodate 14 and 25 classes respectively. The release of the reporter’s review of the Councils LDP proposals at the end of May 2016 should provide greater clarity on the scale of the developments to be progressed. 8.6 In summary: existing growth may cause both Trinity and Victoria Primary Schools to breach their existing capacities in August 2018 with, as yet unconfirmed, development through the LDP suggesting that significant additional capacity might be required in the long-term. Solutions 8.7 Working groups have been established at both schools to consider the issues set out above. However, both groups agree that rather than consider these schools in isolation, the approach taken has to be holistic; considering the options available between the two schools and other facilities in the area, such as the former Fort Primary School building, to identify an accommodation strategy which addresses not only the short and medium terms but also provides the flexibility to address the longer term demand for places. 8.8 Accordingly, both school’s working groups have proposed that the potential to develop additional classroom space on the school’s existing sites should be explored. This means developing further the additional Rising Rolls building proposed in 2013 as a second phase of Trinity’s expansion to provide two classes. The working group at Trinity has raised concerns about the loss of space this additional building on the school site would represent and has asked
Education, Children and Families Committee – 24 May 2016 Page 24
that consideration be given to realigning the school boundary to include a section of the adjacent Victoria Park. This will form part of the investigations undertaken into this solution. 8.9 At Victoria Primary School a feasibility study is required to identify if further expansion of the school is possible on its existing site and what the implications of this may be. In particular, concerns were raised about what this would mean for supporting spaces such as dining space, gym hall and the external play areas. 8.10 Additionally, both working groups agreed that the potential offered by the former Fort Primary School site should be explored in more detail. It is proposed that a full feasibility study to explore the capacity available within the existing accommodation and through further expansion should be undertaken. This information can then be used to determine if, and how, this facility could be used as a solution, or as part of a solution, to the accommodation pressures facing both Trinity and Victoria Primary Schools. 8.11 Finally, further information regarding the proposed new school site in the Western Harbour area is required to determine if, and when, this may provide a viable accommodation solution within the area and, if so, what form this solution may take. Next Steps 8.12 The working groups at Trinity Primary School and Victoria Primary School will be brought together after the summer break to consider a long-term strategy for the area on the basis of the developed expansion strategy at Trinity Primary School, the feasibility work undertaken at Victoria Primary School and the former Fort Primary School sites and the latest information available regarding the progress of the LDP and the Western Harbour school site. 8.13 Separate meetings will be held with each group prior to the summer break as required to inform the feasibility process.
Education, Children and Families Committee – 24 May 2016 Page 25
Education, Children and Families Committee
10am, Tuesday 24 May 2016
Tynecastle Nursery
Item number Report number Executive/routine Executive Wards 7 – Sighthill/Gorgie
Executive summary
On 19 May 2015, the Education, Children and Families Committee approved the replacement of the existing Tynecastle nursery school with a new and expanded facility. A feasibility study concluded that the new facility would be delivered within the existing Tynecastle Nursery site while the current nursery remained operational. The Council has now been approached by Heart of Midlothian FC who require the nursery site as part of the proposed redevelopment of Tynecastle Stadium. Consequently, this report seeks authority to enter into revised redevelopment proposals for the delivery of a new nursery for the Tynecasle area.
Links
Coalition pledges P4 Council outcomes CO1 and CO2 Single Outcome Agreement SO3
Report
Recommendations
1.1 That Committee:- 1.2 Notes the proposals by Heart of Midlothian FC to redevelop their main stand and the impact on the Council’s current proposal to replace Tynecasle Nursery; 1.3 Approves the revised strategy for the delivery of a new Tynecastle Nursery as detailed in this report; and 1.4 Refers this report to the Finance and Resources Committee for final approval of the terms and conditions, as detailed in paragraph 3.5.
Background
2.1 The Children and Young People (Scotland) Act 2014 sets out a requirement to expand free nursery provision from 475 hours to 600 hours a year for all three and four year olds, and for certain two year olds. In line with this requirement the Scottish Government has provided capital funding to the Council to assist with the delivery of additional early years capacity across the estate. The Education, Children and Families Committee has previously approved the use of this funding to provide replacement and/or expanded early years facilities at ten locations across Edinburgh. 2.2 On 19 May 2015, a report to the Education, Children and Families Committee included a proposal to replace the existing Tynecastle nursery school with a new and expanded facility. The current nursery facility operates near to its 40:40 capacity however, the building is in very poor condition and is at the end of its natural life cycle, which poses concerns regarding the ongoing continuity of provision of the service. The anticipated number of eligible two year olds also necessitates additional accommodation being provided to cater for that age group in this area. Committee therefore approved that the current nursery would be replaced with a 40:40 facility for three and four year olds with additional provision to cater for 15 two year olds. 2.3 An initial assessment concluded that the new facility could be delivered within the existing Tynecastle Nursery site while the current nursery remained operational (i.e. no decant would be required) although the amount of external play space available would be significantly reduced during the period of construction. The accommodation brief for this size of facility to comply with all necessary requirements, including the School Premises Regulations and the Care Commission, identifies a requirement for internal space of 370m2 and a maximum area of external space of 512m2. A budgetary estimate of £1.221m
Education, Children and Families Committee – 24 May 2016 Page 2
was identified by applying an assumed all-in rate of £3,300/m2 to the internal space requirement. 2.4 Following Committee approval, a design team was commissioned to progress with the delivery of the new Tynecastle Nursery and five of the other new nurseries. Shortly after the appointment of the design team, the Council was approached by Heart of Midlothian Football Club (HoM) about their proposals to replace the main stand at Tynecastle football stadium. The plans for the new stand would require the use of the land on which the current Tynecastle Nursery is located and HoM were enquiring about the possibility of gaining access to this land to allow their development proposals to proceed. 2.5 Part of the initial approach by HoM was a willingness to discuss the provision of a temporary nursery facility on another location within their land ownership and the provision of a permanent nursery facility within their new stand development as part of an overall development agreement with the Council. Due to this approach, the work on the new Tynecastle Nursery by the design team appointed by the Council was put on hold to allow negotiations with HoM to proceed. 2.6 The main stand redevelopment proposals also affect a further property owned by the Council. The former Adult Training Centre, adjacent to the existing nursery, has been leased to HoM for several years on a short term tenancy at a passing rent of £30k per annum. 2.7 The negotiations with HoM have now reached a stage where the proposed development agreement requires approval by the Education, Children and Families and Finance and Resources Committees. The main terms of the proposed agreement are therefore provided in the following section of this report for consideration by Committee. Main report
3.1 In recent years, Heart of Midlothian Football Club has confirmed it intends to remain at Tynecastle Stadium in the long term. At least 18 competitive games are hosted at Tynecastle Stadium in a typical year. While three stands of the stadium were rebuilt in the 1990s, the Main (east) Stand dates back to 1914. HoM proposes to redevelop the Main Stand to increase the stadium’s capacity from 17,420 to over 20,000. The redevelopment would raise the stadium to UEFA standards, enabling it to host European games, and deliver an improved experience for spectators and players. HoM aims to deliver the redevelopment in time for the 2018/19 football season, with games continuing to be played at Tynecastle throughout the redevelopment. 3.2 Originally, HoM had approached the Council to acquire the former Adult Training Centre, which is currently leased to them. The reason for this was that the building is in poor condition and requires considerable capital investment to maintain its future use. Whilst agreement was not reached on a market value,
Education, Children and Families Committee – 24 May 2016 Page 3
the Council is of the opinion that the asset is worth £260k and this is now incorporated into the wider redevelopment proposals described below. 3.3 The assets that form part of this redevelopment proposal are shown on the plan at Appendix 1. These are: • The existing Tynecastle Stadium owned by HoM; • The existing Nursery site extending to an area of 0.137 hectares (0.34 acs); • The former Adult Training Centre currently used by HoM as a ticket office extending to an area of 0.227 hectares (0.227 acs); and • Gerrard’s Yard comprising an area of hard standing to the south west of Tynecastle Stadium owned by HoM.
3.4 The proposals will see HoM provide a new permanent nursery facility, to the Council’s specification (which would be the same as would have applied under the previous proposal), as part of their stadium redevelopment which, in turn, will be leased to the Council at a peppercorn rent. The proposals are complicated by the timing requirements to vacate the existing nursery site to allow for its demolition, which will necessitate the need for a temporary nursery accommodation solution during the construction period. 3.5 The provisionally agreed terms and conditions are as follows:- • The contract for the sale of the existing ATC and Nursery and all other obligations in that contract and any related development agreement are suspensively conditional upon the grant of a planning permission for the redevelopment of the main stand.
• If planning permission is secured, the Council will grant a development licence over its assets to HoM to allow the construction of the stand. Once the new nursery reaches practical completion, title will transfer and the lease for the Council to occupy the nursery will commence on the same date. The grant of planning consent and commencement of the development licence is targeted to be 1 October 2016.
• HoM will construct a new upgraded ‘turn-key’ nursery to an agreed specification - this will include the building of the ‘shell’ and agreed ‘fixed’ fit-out. The facility will be leased to the Council for a period of 35 years at £1 pa following which HoM will retain ownership.
• The Council will make a contribution of £0.5m directly towards the new nursery facility. This will be paid into an Escrow account on the granting of the development licence. The funds will be released on commencement of construction of the new stand.
Education, Children and Families Committee – 24 May 2016 Page 4
• HoM will lease to CEC at £1 pa the site known as Gerrard’s Yard which will be used to accommodate a new temporary nursery until the new permanent nursery has been completed.
• CEC will procure and build/fit out the new temporary nursery for its exclusive use, with a target decant completion date of no later than 1 October 2016. If for any reason the decant cannot be completed by this date there will be no penalty to the Council and every endeavour will be made to complete the decant as soon as possible.
• Should HoM not proceed with the stadium redevelopment within 18 months of the granting of the development licence, a sum of £0.26m will be paid to CEC and HoM will obtain the Title to the former ATC site. CEC will be able to continue the lease for the temporary nursery at Gerrard’s Yard on the same terms for a period to allow a permanent nursery to be constructed by CEC on the original nursery site
3.6 Visuals of the temporary and permanent nursery are shown on Appendix 2 and 3 respectively. 3.7 The following table provides a financial comparison between the Council’s original proposals and the new proposals :-
Original Proposal Income/(Cost) New Proposal Income/(Cost)
Scottish £1.221m Scottish £1.221m Government Government capital capital grant grant
New Nursery cost (£1.221m) Temporary decant (£0.3m)
Sale of ATC £0.26m Nil
New nursery (£0.5m) contribution
CEC direct costs (£0.07m) relating to the new nursery
Net funding Reduction in £0.351m position within overall remaining capital overall Council borrowing of funding from Programme £0.26m from original £1.221m capital receipt plus investment
Education, Children and Families Committee – 24 May 2016 Page 5
realised in a TU that can be redeployed (value approx. £0.2m)
3.8 In real terms the current proposals will leave the Council with an estimated £0.351m in the Communities and Families capital investment programme together with a new temporary unit (value £0.2m) that can be redeployed to meet the rising demand for nursery accommodation elsewhere in the City. 3.9 The capital funding of £0.351m which would be released as a result of this proposal will be initially retained as contingency in the event of any potential issues with the funding which has been assigned for the other five new nurseries which are currently being progressed. For the first four of these projects a budget was set based on a very indicative rate of £3,000/m2. The rate used to set the budgets for the more recent approvals (including Tynecastle) of £3,300/m2 which was based on latest cost data and is considered to be more reflective of the cost required to deliver these facilities. 3.10 The redevelopment as proposed would also have a number of further benefits for the city. An economic impact assessment of HoM carried out in 2015 found that the club supported the equivalent of 197 full-time equivalent jobs and £7.33 million of gross value added per annum. A number of public realm improvements would be delivered on McLeod Street. The expanded visitor offer could be expected to support an additional 13 part-time hospitality jobs, while expenditure by the expanded number of day visitors to Edinburgh could support a further 6 jobs. The redevelopment would bring Tynecastle Stadium to UEFA standards, rendering it eligible to bid to host games associated with major European and international football contests. While there is considerable competition to host these contests, the economic impact of hosting one were HoM to mount a successful bid would be substantial.
Measures of success
4.1 Measures of success will be: 4.2 Successful delivery of the temporary nursery solution in line with the timescales required in the agreement with HoM. 4.3 Successful delivery of the permanent nursery solution within the HoM development to the specifications and within the timescales included in the agreement with HoM. 4.4 Delivery of both the temporary and permanent nursery solutions within the financial parameters outlined in sections 3 and 5 of this report.
Financial impact
5.1 The financial impact is explained in paragraph 3.7. Education, Children and Families Committee – 24 May 2016 Page 6
5.2 The proposals set out within the paper require capital expenditure of £0.87m, compared to £1.221m under the original considered solution. In real terms the suggested proposals will leave the Council with £0.351m in the Communities and Families capital investment programme. This funding will be initially retained as contingency in the event of any potential issues with the funding which has been assigned for the other five new nurseries which are currently being progressed. 5.3 The Council’s Capital Investment Programme is funded through a combination of General Capital Grant from the Scottish Government, developers and third party contributions, capital receipts and borrowing. The borrowing required is carried out in line with the Council’s approved Treasury Management Strategy and is provided for on an overall programme basis rather than for individual capital projects. 5.4 However, the capital expenditure identified above of £0.87m will be funded fully from additional capital funding which has been provided by the Scottish Government for this purpose and therefore this expenditure will entail no borrowing requirement or associated loan charges.
Risk, policy, compliance and governance impact
6.1 All Communities and Families capital projects are delivered in line with the Council’s Risk Management Policy and Framework. Ensuring sufficient accommodation to meet the requirements for early years provision created by The Children and Young People (Scotland) Act 2014 is the key objective of the Early Years programme and there would be a significant reputational risk to the Council if this is not achieved. 6.2 The Early Years programme is overseen by an Investment Steering Group which operates based on the project management principles of Prince 2 following the same governance structure as all other Council major projects including the delivery of new schools. The consideration and management of risk is undertaken through this group. 6.3 There is a risk that HoM decide not to proceed. This risk is mitigated by an obligation on them to acquire the ATC site, which would be used to top up the Capital Investment Programme. In the event of this eventuality occurring the Council would revert to the original proposal and still have the TU for redeployment.
Equalities impact
7.1 There are no negative equality or human rights impacts arising from this report. 7.2 By offering additional early years facilities the Council is responding to parental choice and endeavouring to offer all eligible children from all equalities groups the opportunity to quality pre-school learning. The Council will continue to ensure that the needs of children who have a disability are met by the
Education, Children and Families Committee – 24 May 2016 Page 7
accommodation available at the new early years facilities being provided. The provision of facilities offered to users with learning and behavioural support needs will be unaffected. Accordingly, these proposals have no significant impact on any equalities groups and provide greater opportunities for children to attend early years facilities in their local area.
Sustainability impact
8.1 This project protects existing and creates additional early years accommodation in the local area and accordingly it should ensure that changes to travel patterns are minimised and established social cohesion within the community is maintained. The project will also meet the latest energy efficiency requirements through the statutory building warrant process as a minimum. The project also allows a major Edinburgh institution, HoM, to implement its growth strategy and contributes to the economic stability of the club.
Consultation and engagement
9.1 A working group involving the nursery school staff and parent representatives will be established to ensure full engagement during the delivery of this project. 9.2 Whilst the proposal would involve Tynecastle Nursery moving to a different site, this will be an entirely temporary arrangements therefore no statutory consultation would be required under the provisions of the Schools (Consultation) (Scotland) Act 2010 as amended by the Children and Young People (Scotland) Act 2014.
Background reading/external references
Early Years Capital Investment, Report to Education, Children and Families Committee 19 May 2015.
Hugh Dunn Acting Executive Director of Resources Alistair Gaw Acting Executive Director of Communities and Families
Contact: Peter Watton, Acting Head of Corporate Property E-mail: [email protected] | Tel: 0131 529 5962 Crawford McGhie, School Estate Planning Manager E-mail: [email protected] | Tel: 0131 469 3469
Education, Children and Families Committee – 24 May 2016 Page 8
Links
Coalition pledges P04 - Draw up a long-term strategic plan to tackle both over- crowding and under use in schools Council outcomes C01 - Our children have the best start in life, are able to make and sustain relationships and are ready to succeed. C02 - Our children and young people are successful learners, confident individuals and responsible citizens making a positive contribution to their communities. Single Outcome S03 - Edinburgh’s children and young people enjoy their Agreement childhood and fulfil their potential Appendices 1 – Tynecastle Nursery proposed location 2 – Indicative layout of temporary nursery in Gerrard’s Yard 3 – Indicative visuals of replacement nursery
Education, Children and Families Committee – 24 May 2016 Page 9
Appendix 1 – Tynecastle Nursery proposed location
Education, Children and Families Committee – 24 May 2016 Page 10
Appendix 2 – Indicative layout of temporary nursery in Gerrard’s Yard
Education, Children and Families Committee – 24 May 2016 Page 11
Appendix 3 – Indicative visuals of replacement nursery
The existing nursery with Tynecastle Stadium to the rear, looking west from McLeod Street
Education, Children and Families Committee – 24 May 2016 Page 12
The proposed redeveloped Main Stand of Tynecastle Stadium, looking west from McLeod Street, with the nursery visible on the far right
Education, Children and Families Committee – 24 May 2016 Page 13
The proposed layout of the replacement nursery within the redeveloped Main Stand
Education, Children and Families Committee – 24 May 2016 Page 14
The proposed external play area of the replacement nursery
Education, Children and Families Committee – 24 May 2016 Page 15
Education, Children and Families Committee
10am, Tuesday, 24 May 2016
Gaelic Medium Education and Capacity at James
Gillespie’s and Boroughmuir High Schools
Item number Report number Executive/routine Executive Wards All
Executive summary
A potential capacity issue at James Gillespie’s High School (JGHS) was identified in the ‘Strategic Management of School Places: P1 and S1 Intakes for August 2016’ report which was submitted to the Education, Children and Families Committee Meeting on 1 March 2016 for consideration but was subsequently withdrawn. Whilst a solution was subsequently identified to address the capacity issue at JGHS for August 2016, given the continuing pressure on the school due to rising school rolls and other factors the position is not sustainable without there being some change required to the current arrangements. A Short Term Working Group was created to allow the Council to engage with key stakeholders to consider options to address the projected capacity issue at JGHS and allow a sustainable position to be reached. The purpose of this report is to provide Committee with an update regarding the matters considered by the Working Group, the conclusions reached and the proposed way forward.
Links
Coalition pledges P4 Council outcomes CO1 and CO2 Single Outcome Agreement SO3
Report
Gaelic Medium Education and Capacity at James Gillespie’s and Boroughmuir High Schools
Recommendations
1.1 Note the decision taken by the Acting Executive Director of Communities and Families under the urgency provisions to create a ‘Short Term Working Group on Gaelic Medium Education and Capacity at James Gillespie’s High School’, the remit and membership of which are detailed in this report. 1.2 Note the content of this report and the proposed way forward. 1.3 Note that a further report will be taken to a future meeting of the Education, Children and Families Committee to seek approval to a statutory consultation to change the existing arrangements at James Gillespie’s High School to address the capacity issue at the school; this being most likely a proposal to establish Darroch as a permanent annexe of both James Gillespie’s High School and Boroughmuir High School. 1.4 Note that it is likely that a further report will be taken to a future meeting of the Education, Children and Families Committee to seek approval to a statutory consultation to change and restrict the catchment for Bun-sgoil Taobh na Pàirce to be only the City of Edinburgh Council area, and exclude the Lothian authorities. 1.5 Approve that, having achieved the purpose for which it was established, the ‘Short Term Working Group on Gaelic Medium Education and Capacity at James Gillespie’s High School’ should now cease and thank members of the Working Group for their participation and input. 1.6 Note that the future strategy for the provision of Gaelic Medium Education at early years, nursery, primary and secondary levels will be considered and will form part of the wider revised Council Gaelic Language Plan. This strategy will be co-produced between Council officers from Communities and Families and representatives of the Gaelic community though the Gaelic Implementation Steering Group and will be reported to a future meeting of the Education, Children and Families Committee for consideration. 1.7 Note that, based on the latest roll projections, even with the use of Darroch as a permanent annexe of both James Gillespie’s High School and Boroughmuir High School, a capacity issue is very likely to arise beyond 2021. The use of Darroch would therefore represent a short to medium term solution and a long term solution for secondary GME would still require to be identified which Education, Children and Families Committee – 24 May 2016 Page 2
would be informed by the work which is planned to be undertaken on a strategy for 3-18 Gaelic Medium Education.
Background
2.1 A potential capacity issue at James Gillespie’s High School (JGHS) was identified in the ‘Strategic Management of School Places: P1 and S1 Intakes for August 2016’ report (the ‘SMSP 2016’ report) which was submitted for consideration to the Education, Children and Families Committee Meeting on 1 March 2016 but was subsequently withdrawn. A revised and updated ‘Strategic Management of School Places: P1 and S1 Intakes for August 2016’ report is a separate item on the agenda for this Committee. 2.2 The ‘SMSP 2016’ report had highlighted that, due to an exceptionally high number of catchment registrations for entry into S1 in JGHS in August 2016 including those pupils transferring from Bun-sgoil Taobh na Pàirce, it was possible that some pupils might not have been successful in gaining a place at the school. 2.3 The capacity of any school is not unlimited and, whilst discussions with the management team of JGHS had identified that the S1 intake for August 2016 could have been increased from the standard 200 to (at that time what was considered to have been a maximum of) 220, this would have been insufficient to meet the projected demand for eligible places which was 229. 2.4 Committee had been asked to note the report and that any Gaelic Medium Education pupils unsuccessful in gaining a place at JGHS would be offered a place at Tynecastle High School or may accept a place at their mainstream catchment school. A separate report on the agenda for this Committee responds to a request from the Governance, Risk and Best Value Committee to consider whether due process was followed (which that report confirms was the case) and to identify any lessons learnt. 2.5 Following the withdrawal of the ‘SMSP 2016’ report, a solution was identified which will allow all eligible S1 registrations into JGHS for August 2016 to be accommodated. During March 2016, as a consequence of further detailed analysis work undertaken by the school regarding timetabling, the Head Teacher of JGHS confirmed that an S1 intake of 240 could be accommodated for August 2016 without any adaptations to the existing buildings being required. 2.6 At the time of issuing this report, the number of eligible S1 registrations into JGHS for August 2016 was 229 on the basis of which an intake limit of 240 would require to, and would, be set. This would allow all eligible S1 registrations to be accommodated and permit a number of placing requests into the school to be accepted.
Education, Children and Families Committee – 24 May 2016 Page 3
2.7 However, given the continuing pressure on the school due to rising school rolls and other factors, the position at JGHS is not sustainable and the S1 intake limit could not be increased to a level which could accommodate all future demand without there being some change required to the current arrangements. 2.8 The table below shows both the historic and latest projected catchment S1 intakes for JGHS (taking into consideration known and projected housing developments in the area) and illustrates that based on the latest roll projections (which could obviously still change in the future) it is forecast that the standard S1 intake limit of 200 would be breached in each year from 2016 onwards and an increased S1 limit of 220 breached in each year from 2019 onwards (with the limit being met in 2018).
*Based on available registration data as at April 2016 and therefore subject to change 2.9 It is likely that any changes required to the existing arrangements for JGHS in order to accommodate the level of S1 intakes expected in the future would require a statutory consultation to be undertaken in accordance with the requirements of the Schools (Consultation) (Scotland) Act 2010 as amended by the Children and Young People (Scotland) Act 2014. 2.10 To consider options to address the capacity issue at JGHS and, having identified a proposed approach to then seek approval from Committee for, and then undertake, the necessary statutory consultation would be a very lengthy process. 2.11 In March 2016 it was a distinct possibility that alternative arrangements might have had to be put in place at JGHS for August 2017 as the roll projections showed the S1 intake limit being breached. Due to the requirement to progress consideration of the issue at the earliest opportunity, under the urgency provisions the Acting Executive Director of Communities and Families took the decision to create a ‘Short Term Working Group on Gaelic Medium Education and Capacity at James Gillespie’s High School’ (‘the Working Group’) involving elected members, Council officers and key
Education, Children and Families Committee – 24 May 2016 Page 4
stakeholders to allow the Council to engage with key stakeholders to consider options to address the projected capacity issue at JGHS and allow a sustainable position to be reached. The Terms of Reference for the Working Group, which incorporate details of its remit and membership, are included in Appendix 1. 2.12 The purpose of this report is to provide Committee with an update regarding the matters which have been considered by the Working Group; the conclusions reached and the proposed way forward.
Main report
3.1 The Working Group has met four times between 31 March 2016 and 17 May 2016. 3.2 The first key question which the Working Group required to consider was the options available to address the capacity issue at JGHS, this being intrinsically linked to the way in which secondary Gaelic Medium Education would be delivered in the future. 3.3 The main item for consideration at the first meeting on 31 March 2016 was a background paper which is included in full at Appendix 2 as it provides the necessary context for many of the matters which are covered later in this report. 3.4 This paper included an assessment of eight possible options which were identified on the assumption that there would be no increase in the current level of GME provision at primary level and that the future capacity requirements at secondary would be in the order of 350 places based on an annual S1 intake of 60 pupils. 3.5 The Working Group concluded and agreed that option 1 (changing the existing catchment area for JGHS) should be completely removed as a possible solution and that options 4, 5, 6, 7 and 8 should be removed from consideration as short-term solutions. 3.6 This left options 2 and 3 which required further analysis to be undertaken, particularly in relation to the future roll projections for both JGHS and the adjacent Boroughmuir High School (BHS) which was identified as also having potential capacity issues in the future for which a solution would require to be identified. 3.7 The methodology for secondary projections and the actual projections themselves are in the process of being updated with the intention that the final projections for all secondary schools will be included in a report to the Education, Children and Families Committee before the end of 2016. 3.8 However, as it was necessary to have updated data for both JGHS and BHS, the projections for these schools were produced based on the draft methodology which was shared with the Working Group. While these
Education, Children and Families Committee – 24 May 2016 Page 5
projections are considered sufficiently robust for the purposes of this exercise it is important to note they will be subject to change on an annual basis as actual registration and intake data becomes available each year. 3.9 The projections have been produced assuming an S1 intake of 240 for JGHS in 2016 and a revised capacity for each school which is based on occupation of the new buildings and has been assumed as being 1,300 for JGHS and 1,200 for BHS. 3.10 As a result of the early rising rolls discussions with the school management of BHS it was agreed that the capacity of the new school would be 1,200 rather than the original plan of 1,165 due to the flexible design of the accommodation within the new building. 3.11 Regarding JGHS, as a consequence of further detailed analysis work undertaken by the school regarding timetabling and a risk assessment and consideration of the ability to implement an appropriate fire strategy, the Head Teacher of JGHS confirmed that an annual S1 intake of 220 could be accommodated on a permanent, sustained basis without any adaptations to the existing buildings being required. The additional timetabling work and use of flexible spaces at JGHS will allow the school to accommodate a future roll of up to 1,300; an increase from the current 1,150. 3.12 It may be possible that either JGHS or BHS could accommodate a (further) increase in capacity, perhaps by adapting the existing buildings, however this requires further consideration with the schools. 3.13 The table below shows the latest roll projections for JGHS and BHS, the combined capacity for both schools and the projected surplus/(gap) in overall capacity over the next ten years. As can be seen from the table, there is projected to be a gap in the available capacity across both schools from 2019 onwards.
2016 2017 2018 2019 2020 2021 2022 2023 2024 2025
BHS Roll 1,158 1,176 1,216 1,275 1,334 1,408 1,483 1,517 1,533 1,532
JGHS Roll 1,183 1,193 1,217 1,261 1,320 1,397 1,442 1,460 1,493 1,508
Total Combined Roll 2,341 2,369 2,433 2,536 2,654 2,805 2,925 2,977 3,026 3,040
Combined Capacity 2,500 2,500 2,500 2,500 2,500 2,500 2,500 2,500 2,500 2,500
Capacity Surplus/(Gap) 159 131 67 (36) (154) (305) (425) (477) (526) (540)
Establish Darroch as a Permanent Annexe (Option 2) 3.14 The Darroch facility is located in Gillespie Street, just off Gilmore Place, and is within a short walking distance of both JGHS and the site of the new BHS. It has been used as a primary and secondary school temporary decant facility on several occasions, most recently by JGHS where the pupils in the upper
Education, Children and Families Committee – 24 May 2016 Page 6
school have been, and continue to be, based there whilst the new school is being constructed on the main school site. Committee approved the use of Darroch as a temporary decant location for JGHS on 9 November 2010 following a statutory consultation. Once the remaining new JGHS school buildings are completed in July 2016 the Darroch facility will be vacated. 3.15 There are a number of buildings on the Darroch site – a main block, an external toilet block and dining hall which are both located within temporary units and a technical building, the lower floor of which is currently leased to the NKS Group Nursery with the upper floor being used for storage. The main block comprises a mixture of classroom spaces (23 at present including support for learning), administration and offices and two small halls each of which are approximately 125m2. These halls provide examination accommodation and also space to use for some curriculum sports facilities. 3.16 To facilitate the use of Darroch as a decant location for JGHS, in advance of its occupation some upgrade works were undertaken, primarily to the main building, including the provision of toilets and changing rooms, some improvements to the condition of the building and some (mostly partial) upgrade works to services. 3.17 The roll projections shown above confirm that if Darroch were to be established as a permanent annexe as part of the solution to secondary rising rolls in south Edinburgh it would have to be available for use by both BHS and JGHS on a flexible basis. 3.18 The nature of the accommodation at Darroch means it is more suitable for teaching subjects that require general classroom space rather than for practical subjects and, as has been the case with the recent use by JGHS as a temporary decant location, is more suitable for senior pupils due to the need for pupils to transfer between two sites. As such, investigation of how Darroch could be best used as an annexe of JGHS and BHS in partnership by both schools to address their respective projected capacity issues will be undertaken; the emphasis being on teaching subjects to senior pupils. In addition to being used by both JGHS and BHS it could also offer the opportunity for it to be used as a senior phase resource for other local secondary schools on a consortium basis. 3.19 A detailed feasibility study will be progressed to establish what alterations would be required to the building to bring it up to an acceptable standard for use as a permanent teaching facility to meet the needs identified as a result of the educational review. This will include measures such as lifts as there is currently no wheelchair access to the upper floors of the main building. 3.20 The Darroch facility has recently been subject to a survey inspection and, whilst the full report is currently still being finalised, colleagues in Corporate Property have highlighted a number of the key issues which were identified:
Education, Children and Families Committee – 24 May 2016 Page 7
There are a number of issues with the main building for which the estimated rectification costs are £480,000 including boiler replacement, electrical upgrades and the refurbishment of windows. There are a number of issues with the grounds for which the estimated rectification costs are £235,000 including the necessity to rebuild or repair the boundary walls which are in poor condition and to undertake patch repairs to defective surfaces. The dining hall and toilet temporary units are reaching the end of their life expectancy. 3.21 The output of both the educational analysis and the feasibility study will allow a capacity to be established for the combined accommodation of JGHS, BHS and Darroch if used as a flexible teaching space for both schools. This would be necessary supporting information for the statutory consultation which would require to be undertaken if it was proposed to establish Darroch as a permanent teaching facility for both schools. 3.22 The extent to which secondary GME could be retained at JGHS can only be established once the foregoing analysis and feasibility work is completed. If it is assumed that Darroch could provide additional capacity of, for example, 350 places then secondary GME should be able to be fully accommodated at JGHS until at least 2021 however beyond that point an alternative solution would require to be identified. Establish Darroch as a Stand-Alone (GME) School 3.23 The Working Group asked that an assessment be undertaken regarding whether Darroch could operate as a stand-alone GME school. 3.24 An initial desktop exercise has been undertaken to consider this which assumed a capacity of 350 spaces, this being the approximate size of secondary school required to support a double-stream primary intake which is what exists for GME at present through Bun-sgoil Taobh na Pàirce. 3.25 The School Estate Planning Team has no reference data regarding the specific requirements for a secondary school of such an unusually small size therefore an estimate has had to be made of the number of timetabled spaces which would be required, this being 27 class spaces of which 16 would have to be practical spaces. The accommodation schedule identifies a net total space requirement (i.e. useable space excluding circulation and plant) for a 350 place secondary school of 4,592m2. In comparison, the net floor area of the existing buildings at Darroch is 2,958m2 which includes 175m2 for the toilet and dining temporary units which are reaching the end of their useful life and 555m2 for the technical building, the majority of which is currently leased to a third party. There is obviously a significant shortfall in space. 3.26 The extent of ‘fit’ between the existing configuration of spaces in the Darroch buildings and the required configuration of spaces is likely to be poor and,
Education, Children and Families Committee – 24 May 2016 Page 8
whilst a detailed assessment would require to be undertaken to confirm this definitively, it would be reasonable to assume that, in addition to a significant shortfall in the extent of necessary accommodation, there would also be compromises in the optimum room sizes for many spaces. 3.27 If the main building was retained and adapted and the other three buildings (i.e. the technical building and the two temporary buildings for toilets and dining) demolished and removed, part of the site footprint could be cleared for the possible construction of new building(s) to address any deficiency in space within the main building. This approach would create more flexibility in addressing the fit factor and may provide a more acceptable set of compromises. However a detailed feasibility design exercise would be required to demonstrate the potential of this approach and there would be technical and significant potential planning issues which would need to be taken into consideration. 3.28 However there is, perhaps, a more fundamental issue. The above assessment is based on the existing GME primary capacity. In the event that the Council decided to extend the level of GME provision in the future then Darroch would obviously have to accommodate a higher capacity. As an illustration, the accommodation schedule for a 700 space secondary school identifies a net total space requirement (i.e. useable space excluding circulation and plant) of 6,882m2. In comparison, the net floor area of the existing buildings at Darroch is 2,958m2. The issues identified above for a 350 capacity school would be further exacerbated for a higher capacity. 3.29 A 350 space secondary school requires a much greater area per student place than a 700 space school. This is an inevitable consequence of a very small school and is generally related to the need for specific practical accommodation (such as PE and practical spaces) which still has to be provided, even if the spaces are timetabled less frequently than in larger schools. 3.30 The size of site for any new (or replacement) school is prescribed in the School Premises (General Requirements and Standards) (Scotland) Regulations 1967 and the 1973 and 1979 amendments to those regulations, and the extent of compliance, or otherwise, of the Darroch site with these regulations also requires to be considered. 3.31 The regulations specify that for a secondary school which has a capacity of between 320 and 500 pupils, the total site size should be 3.2 hectares comprising two elements for which the appropriate sizes are defined separately: A main school site on which the actual school buildings are located of not less than 1.6 hectares; and An area for playing fields of not less than 1.6 hectares
Education, Children and Families Committee – 24 May 2016 Page 9
3.32 The regulations do not actually require that playing fields (or pitches) are adjacent to the actual school building but that they are available to the school i.e. could be elsewhere and off-site. In Edinburgh there are many schools where the maximum areas for playing fields are not met however the city complies with the regulations by virtue of the extensive alternative pitch provision which is available to schools throughout the city. There is no reason why this argument could not be applied here. 3.33 The size of the Darroch site is approximately 0.45 hectares which is considerably smaller than the size which the regulations specify as being required for the main site (i.e. excluding playing fields) of a dedicated secondary school which has a capacity of between 320 and 500 pupils for which a minimum site of 1.6 hectares would be required. 3.34 In certain circumstances a smaller site area than would be required by the regulations could be provided with the consent of the Scottish Government subject to it being agreed that it would be impractical or unreasonable to apply the standards within the legislation. It is difficult to see how an argument could be made to substantiate such a significant variation from the expected standard. 3.35 For the reasons set out above it is not proposed that any further detailed examination be undertaken of the potential use of Darroch as the site for a stand-alone GME secondary school. A further significant issue would be the necessity to find a solution to the capacity issues at both JGHS and BHS. If Darroch was not available as a shared facility to both schools it is unclear how the capacity issue at BHS could be addressed as it would be illogical to suggest using JGHS as some form of annexe of BHS. Move the Entire Provision of Secondary GME from JGHS to another Secondary School (Option 3) 3.36 The implementation of the accommodation solution described above for Option 2 would be subject to the requirement for a statutory consultation to be undertaken (the outcome of which cannot be guaranteed) and further analysis is required to establish the additional capacity which could be provided at Darroch. 3.37 It is therefore considered prudent to progress further evaluation of Option 3 in the event that it has to be progressed in the short term. This further analysis would also be beneficial if (as appears highly likely from the latest roll projections) secondary GME cannot be accommodated in JGHS, even with the potential additional use of Darroch as a permanent annexe, beyond 2021. 3.38 As a starting point, an assessment has been undertaken of the schools at which it would be considered feasible to accommodate secondary GME in the future. This assessment focused on non-denominational secondary schools and ranked them regarding their suitability to accommodate GME based on access/geographical acceptability and anticipated ease of providing the Education, Children and Families Committee – 24 May 2016 Page 10
necessary capacity within existing accommodation or through extension if required. The assessment is provided in the following table.
Secondary School Location Opportunity to expand accommodation Ranking
Council owned and capacity possibly east Castlebrae CHS available within existing accommodation high central and option for expansion.
north Leith Academy Council owned and space for expansion high central
south Liberton HS Council owned and space for expansion high central
Broughton HS central PPP school but space for expansion medium/high
west Craigroyston CHS PPP school but space for expansion medium/high central
PPP school, possible capacity within Drummond CHS central existing accommodation and possible medium/high scope for expansion
north Council owned but limited scope for Trinity Academy medium/high central expansion
Craigmount HS west PPP school but space for expansion medium
Forrester HS west PPP school but space for expansion medium
south Gracemount HS PPP school but space for expansion medium east
The Royal High west PPP school but space for expansion medium School
Council owned and capacity possibly south WHEC available within existing accommodation medium west and option for expansion.
Balerno CHS peripheral Council owned and space for expansion low
Boroughmuir HS central Council owned but no scope for expansion low
Currie HS peripheral Council owned and space for expansion low
PPP school and limited scope for Firrhill HS south low expansion
JGHS central DBFM but no scope for expansion low
Education, Children and Families Committee – 24 May 2016 Page 11
Secondary School Location Opportunity to expand accommodation Ranking
east Portobello HS Council owned but no scope for expansion low central
Council owned and space for expansion Queensferry HS peripheral however already required for projected low local population growth
PPP school and limited scope for Tynecastle HS central low expansion
3.39 Based on this assessment the projections for the seven schools ranked either “high” or “medium/high” in the table above will be updated and an exercise undertaken to calculate the impact of adding secondary GME to each school. 3.40 This will determine the extent of any extensions which would be required to the existing accommodation at each school to accommodate both the projected roll and the projected number of secondary GME pupils. This will take into consideration any anticipated increase which may also be required in the capacity of the school to meet the demands of both rising rolls and the significant level of new housing development which is expected in many parts of the city over the next five to ten years. It should be noted that both Liberton High School and Trinity Academy have been shortlisted for further consideration under the Wave 4 School Investment Programme. 3.41 The projections for secondary GME pupils which have been used above are based on the primary GME provision in the city remaining as that currently provided at Bun-sgoil Taobh na Pàirce. The future strategy for the provision of GME at early years, nursery, primary and secondary levels will be considered and will form part of the wider revised Council Gaelic Language Plan. This strategy will be co-produced between Council officers from Communities and Families and representatives of the Gaelic community though the Gaelic Implementation Steering Group and will be taken to a future meeting of the Education, Children and Families Committee for consideration. One of the conclusions arising from this strategy may be the necessity to expand the level of existing GME provision. 3.42 In order to support this work and future proof the assessment being carried out at the seven secondary schools identified above, the analysis will include an assessment of whether or not the capacity at the seven schools could, if required in the future, be increased further to accommodate an expansion of GME primary (and, in turn, secondary) provision in the city. This would be necessary in any event as, if the current level of primary GME provision was extended in the future, this could not be accommodated at secondary level within JGHS, even with the additional use of Darroch as a permanent annexe.
Education, Children and Families Committee – 24 May 2016 Page 12
3.43 It is expected that this analysis will be completed in line with the work currently being carried out on rising rolls in the secondary sector for which an update report will be submitted to the Education, Children and Families Committee before the end of 2016. Primary School Catchment Area 3.44 In the primary sector GME is provided at the dedicated GME Primary School, Bun-sgoil Taobh na Pàirce. The catchment area for this school is Edinburgh and the Lothians; this being a legacy from Lothian Regional Council. 3.45 The continued inclusion of the Lothian authorities in the catchment for Bun- sgoil Taobh na Pàirce represents a risk of the capacity of the school being exceeded by requests for places from pupils who live outwith Edinburgh. 3.46 The number of pupils making such requests varies from year to year (there are four registrations for August 2016) however with the growing interest in the Gaelic language it is reasonable to expect that this could increase. There are currently 25 pupils who attend Bun-sgoil Taobh na Pàirce who come from outwith Edinburgh, the details of which are shown in the following table. It should be noted that those pupils from Fife are out-of-catchment.
Stage West Lothian Mid Lothian East Lothian Fife Total
P1 - - 2 - 2 P2 1 4 2 1 8 P3 1 1 5 - 7 P4 - 1 - - 1 P5 - 1 1 1 3 P6 2 - 1 - 3 P7 - - 1 - 1 Total 4 7 12 2 25
3.47 Consideration is therefore being given to undertaking a statutory consultation to change and restrict the catchment for Bun-sgoil Taobh na Pàirce to be only the City of Edinburgh Council area. This would require the Lothian authorities to make their own arrangements for both primary and secondary GME in the future albeit pupils from those areas would still be able to make placing requests into Bun-sgoil Taobh na Pàirce, however these requests would only be accommodated if sufficient capacity was available in the school. The Acting Director of Communities and Families has written to each of the Lothian Authorities to make them aware of this possible intention. 3.48 There was general support from the Working Group for such a proposal. It was acknowledged that any change to the catchment area would require a full statutory consultation to be undertaken and that, if this was to be progressed,
Education, Children and Families Committee – 24 May 2016 Page 13
the timing of any change and the treatment of siblings would require particularly careful consideration. 3.49 The implementation date for any such change would require to be no earlier than August 2018 as a statutory consultation process could not be progressed and concluded in advance of the start of P1 intake process for August 2017 later this year. 3.50 This matter requires further consideration therefore, in the interim, Committee is asked to note that it is likely that a report will be taken to a future meeting of the Education, Children and Families Committee to seek approval to a statutory consultation to change and restrict the catchment for Bun-sgoil Taobh na Pàirce to be only the City of Edinburgh Council area, and exclude the Lothian authorities. Conclusions Reached and Proposed Way Forward 3.51 There is currently not anticipated to be a capacity issue at JGHS for August 2017. Based on current arrangements the projected S1 intake for JGHS for 2017 is 211; this assumes no repeat of the anomalous situation in 2016 where the number of pupils increased compared with the September census. This level of intake could be accommodated within the increased S1 intake limit for JGHS of 220. 3.52 This allows more time to fully consider a solution to the capacity issue at JGHS for which the most likely proposal will be to establish Darroch as a permanent annexe of both JGHS and BHS. Taking into consideration the time required to undertake the necessary statutory consultation and to undertake the works which would be required to the Darroch facility, it is unlikely that it would be possible to bring the facility into use as a permanent annexe of both JGHS and BHS until August 2018 at the earliest. 3.53 However, further work is required to confirm the feasibility of that option and to establish the detailed information which would be necessary to inform the report which will require be taken to a future meeting of the Education, Children and Families Committee. This report would seek approval to the statutory consultation which would be required regarding any proposed change to the existing arrangements at JGHS and BHS to address the capacity issue at both schools. In summary the following further actions require to, and will, be progressed in advance of that report being taken to Committee: (i) An educational review will be undertaken to consider how Darroch could be best used as an annexe of both JGHS and BHS in partnership by both schools to address their respective projected capacity issues; the emphasis being on teaching subjects to senior pupils. (ii) A detailed feasibility study will be undertaken to establish what alterations and other works would be required to Darroch, and the
Education, Children and Families Committee – 24 May 2016 Page 14
associated costs, to bring it up to an acceptable standard for use as a permanent teaching facility and for it to be capable of being used for the intended purpose as advised by the outcome of the educational review. (iii) Discussion will be progressed with the Scottish Government regarding the possibility of capital and revenue funding being available to support the cost of any changes which might be required to the current arrangements for GME, or to arrangements at JGHS to allow GME to continue to be supported there. (iv) Updated roll projections will be produced for the seven schools identified in this report at which it would be considered feasible to accommodate secondary GME in the future, and an exercise undertaken to calculate the impact of adding secondary GME to each of them. This analysis will be future proofed by assessing whether or not the capacity at the seven schools could, if required in the future, be increased further to accommodate any future expansion of GME secondary provision. 3.54 Based on the latest roll projections, even with the use of Darroch as a permanent annexe of both James Gillespie’s High School and Boroughmuir High School, a capacity issue is very likely to arise beyond 2021. The use of Darroch would therefore represent a short to medium term solution and a long term solution would still require to be identified which would be informed by the work which is planned to be undertaken on a 3-18 GME strategy. Timescales and Statutory Consultation 3.55 The actions identified above will be progressed and it is expected that the report to seek approval to the statutory consultation which would be required regarding any proposed change to the existing arrangements at both JGHS and BHS to address the capacity issue at both schools would be taken to Committee for consideration by no later than December 2016. 3.56 The circumstances in which a statutory consultation would require to be undertaken and the associated requirements for the ensuing process are set out in the Schools (Consultation) (Scotland) Act 2010 which was amended in part 15 of the Children and Young People (Scotland) Act 2014. 3.57 Both options 2 and 3 would represent a relevant proposal under the legislation which would require a statutory consultation to be undertaken; option 2 would represent a proposal to relocate (in part) two schools and option 3 would represent a proposal to permanently discontinue the provision of Gaelic Medium Education in a stage of education in a school that also provided the stage of education through English medium education. Option 3 would obviously also involve a relocation. 3.58 For some aspects of the consultation process, the legislation specifies timescale requirements which must be adhered to which have a direct bearing
Education, Children and Families Committee – 24 May 2016 Page 15
on how quickly the process can be undertaken; the key elements being as follows: The consultation period itself, which begins when the proposal paper is published, must be for a minimum of six weeks and include at least 30- days of term time. On completion of the consultation period and submission of the required relevant documentation to them, Education Scotland is required to produce a report considering the educational benefits of the proposal. This report is required to be finalised within a maximum of three weeks although this can be extended by agreement between the authority and Education Scotland. The consultation report requires to be published a minimum of three weeks in advance of the meeting at which the decision is taken. As it would involve a proposal to permanently discontinue GME at JGHS, option 3 would be considered as a closure. In such circumstances the following additional timescales would apply: The council must notify Scottish Ministers within a period of six working days after taking its final decision. Ministers have a power to call in a closure decision, but only where it appears to Ministers that the Council has failed in a significant regard to comply with the Act’s requirements or, in coming to its decision, has failed to take proper account of a material consideration relevant to the proposal. Ministers have up to eight weeks from the date of the Council’s decision to decide whether or not to issue a call-in notice. During the first three weeks of this period, anyone is able to make representations to Ministers on whether the decision should be called- in. There follows a period of up to a further five weeks for Ministers to decide whether or not to issue a call-in notice. Ministers may require information from the authority during this period. During the call-in period, the Council may not proceed further, in whole or part, with the proposed closure. Ministers may come to a decision sooner than eight weeks (but not before the three weeks for representations to be made to them has elapsed). If Ministers call in a closure proposal, it is referred to the Convener of the School Closure Review Panels. The Convener must, within the period of seven days beginning with the day on which the call in notice is issued, constitute a School Closure Review Panel. In determining a closure proposal, the Panel may refuse consent to the proposal, refuse consent and remit it to the education authority for a
Education, Children and Families Committee – 24 May 2016 Page 16
fresh decision or grant consent to the proposal, either subject to conditions, or unconditionally. The education authority may not implement its proposed closure in whole or in part until the Panel has made its determination. The Panel must notify the education authority of its decision within eight weeks from when the Panel was constituted or within 16 weeks if the Panel has issued a notice to the education authority that a decision has been delayed. 3.59 As explained above, there are many timescale requirements which must be adhered to when undertaking the statutory consultation process. In addition, school holidays can have a bearing on the availability of Council staff. 3.60 It is estimated that following the approval of Committee to any proposal to consult, a period of approximately seven months will be required to undertake the statutory consultation, allow Education Scotland to assess the educational benefits and then produce and present the Outcomes of Consultation report to either Committee or Council for consideration. For any proposal under option 3, which is not considered likely and would only be proposed in the event that option 2 proved to not be feasible, a further period of up to a maximum of 32 weeks could apply before the Council could proceed with any proposal.
Measures of success
4.1 There are no measures of success associated directly with this report.
Financial impact
5.1 There are no financial implications arising directly from this report. 5.2 The financial implications associated with any change to the existing arrangements at JGHS will be set out in the subsequent report to Committee which sought approval to undertake a statutory consultation regarding any proposed change. 5.3 Initial discussions have been held with the Scottish Government regarding the possibility of capital and revenue funding being available to support the cost of any changes which might be required to the current arrangements for GME or to arrangements at James Gillespie’s High School to allow GME to continue to be supported there. 5.4 The Scottish Government intimated it would be happy to consider any detailed proposals once they had been developed but indicated that the level of funding available was relatively limited, the annual capital funding allocation to cover all aspects of Gaelic provision being £4m.
Education, Children and Families Committee – 24 May 2016 Page 17
Risk, policy, compliance and governance impact
6.1 The timing of the proposed approach is predicated on there being no anticipated capacity issue at JGHS for August 2017. Based on current arrangements the projected S1 intake for JGHS for 2017 is 211; this assumes no repeat of the anomalous situation in 2016 where the number of pupils increased compared with the September census. 6.2 This level of intake could be accommodated within the increased S1 intake limit for JGHS of 220. However, if the August 2017 S1 intake goes beyond the projected level and exceeds 220 and further analysis with the school concludes that a 240 S1 intake could not be accommodated for that year (should it be required), there remains a risk that S1 places into the school in August 2017 would have to be capped and the S1 intake prioritised based on sibling and then distance. 6.3 A similar risk arises should a long term solution for GME at secondary not be in place for 2021 and as such this report, alongside the minutes of the meetings of the Short Term Working Group on GME and Capacity at JGHS, will be provided to the Gaelic Implementation Steering Group to inform their discussion on 3-18 GME provision. 6.4 There are no other risks or policy, compliance or governance issues arising directly from this report.
Equalities impact
7.1 There are no equalities issues arising directly from this report.
Sustainability impact
8.1 There are no sustainability issues arising directly from this report.
Consultation and engagement
9.1 The proposed approach in this report has been informed by the informal consultation undertaken with key stakeholders through the Working Group. Having achieved the purpose for which it was established, it is recommended that the ‘Short Term Working Group on Gaelic Medium Education and Capacity at James Gillespie’s High School’ should now cease and members of the group should be thanked for their participation and input. 9.2 Any change to the existing arrangements at JGHS will almost inevitably require a statutory consultation to be undertaken. The statutory consultation process itself will be governed by the requirements of the Schools (Consultation) (Scotland) Act 2010 as amended by the Children and Young People (Scotland) Act 2014. This will necessitate formal engagement with, and the involvement of, a range of stakeholders.
Education, Children and Families Committee – 24 May 2016 Page 18
9.3 It is the intention that a report will be taken to a future meeting of the Education, Children and Families Committee to seek approval to a statutory consultation to change the existing arrangements at James Gillespie’s High School to address the capacity issue at the school; this being most likely a proposal to establish Darroch as a permanent annexe of both James Gillespie’s High School and Boroughmuir High School. 9.4 Following the approach which has been adopted in other schools when considering issues of capacity, an informal working group will be established involving Council officers and representatives from the school management and Parent Councils of both JGHS and BHS. The establishment of this group will allow informal consultation to be undertaken with key stakeholders regarding any proposal in advance of the statutory consultation being proposed for approval and undertaken and is a process which has worked well in other such circumstances.
Background reading/external references
None
Alistair Gaw Acting Executive Director of Communities and Families
Contact: Billy MacIntyre, Head of Operational Support E-mail: [email protected] | Tel: 0131 469 3366
Links
Coalition pledges P04 - Draw up a long-term strategic plan to tackle both over-crowding and under use in schools Council outcomes C01 - Our children have the best start in life, are able to make and sustain relationships and are ready to succeed. C02 - Our children and young people are successful learners, confident individuals and responsible citizens making a positive contribution to their communities. Single Outcome Agreement S03 - Edinburgh’s children and young people enjoy their childhood and fulfil their potential
Education, Children and Families Committee – 24 May 2016 Page 19
Appendices 1. Short Term Working Group on Gaelic Medium Education and Capacity at James Gillespie’s High School - Terms of Reference 2. Working Group Background Paper
Education, Children and Families Committee – 24 May 2016 Page 20
Appendix 1 Short Term Working Group on Gaelic Medium Education and Capacity at James Gillespie’s High School - Terms of Reference
1 Introduction
1.1 James Gillespie’s High School (JGHS) is currently the catchment secondary school for those pupils living in the primary school catchments of Tollcross, James Gillespie’s, Sciennes, Preston Street and Royal Mile Primary Schools. In addition, those pupils attending Bun-sgoil Taobh na Pàirce (TnP) have the right to attend JGHS regardless of their secondary school catchment. 1.2 The current arrangements at JGHS are not sustainable. Given the continuing pressure on the school due to rising school rolls and other factors including the decision which has now been taken to accommodate all catchment pupils for August 2016, it is the intention to take a report to the next meeting of the Education, Children and Families Committee on 24 May 2016 seeking approval to undertake a statutory consultation regarding the arrangements for secondary Gaelic Medium Education (GME) with effect from August 2017. 1.3 The statutory consultation process itself will be governed by the requirements of the Schools (Consultation) (Scotland) Act 2010 as amended by the Children and Young People (Scotland) Act 2014. This will necessitate formal engagement with, and involvement of, a range of stakeholders in considering any options which may be proposed for consultation. 1.4 Ultimately it will be the responsibility of the Acting Executive Director of Communities and Families to propose options for consultation to the Education, Children and Families Committee. However, there is considered to be merit and benefit in having an informal engagement with key stakeholders in advance of the formal statutory consultation process commencing to inform the approach which should be taken. It is proposed that a Short Term Working Group on Gaelic Medium Education and Capacity at James Gillespie’s High School be established for this purpose.
2 Membership
2.1 Elected Members
Convenor of Education, Children and Families (Chair) Deputy Convenor of Education, Children and Families Member of Education, Children and Families Committee from Conservative Group Member of Education, Children and Families Committee from Green Group
Education, Children and Families Committee – 24 May 2016 Page 21
Member of Education, Children and Families Committee from Liberal Democrat Group Member of the Gaelic Implementation Steering Group 2.2 Key stakeholders
A representative from the non Councillor representatives on the Education, Children and Families Committee A representative from Comann nam Pàrant A representative from Bòrd na Gàidhlig A representative from the Parent Council, James Gillespie’s High School A representative from the Parent Council, Bun-sgoil Taobh na Pàirce A representative from the Parent Council, Tollcross Primary School A representative from the Parent Council, James Gillespie’s Primary School A representative from the Parent Council, Sciennes Primary School A representative from the Parent Council, Preston Street Primary School A representative from the Parent Council, Royal Mile Primary School Should any option(s) be identified for consideration which would involve the delivery of secondary GME at any other secondary schools then a representative from the Parent Council for any such school would be invited to attend.
2.3 Officer support Alistair Gaw, Acting Executive Director of Communities and Families Billy MacIntyre, Head of Operational Support Andy Gray, Head of Schools and Lifelong Learning Crawford McGhie, School Estate Planning Manager Sheila Paton, Senior Education Manager Liz Gray, Quality Improvement Manager Donald Macdonald, Head Teacher James Gillespie’s High School The list above is not exhaustive and other Council officers may be invited to attend depending on the matters which are under discussion at any meeting. Should any option(s) be identified for consideration which would involve the delivery of secondary GME at any other secondary schools then the Head Teacher for any such school would be invited to attend.
2.4 Working Arrangements. Consistency of membership will aid the Working Group's effectiveness. Where substitutes are necessary, for elected members from the Education, Children and Families Committee these should come from the same political party and for key stakeholders be nominated by the school/organisation/members of the appropriate group.
Education, Children and Families Committee – 24 May 2016 Page 22
3 Remit
3.1 The purpose of the Working Group is to allow the City of Edinburgh Council to engage with key stakeholders in advance of the formal statutory consultation process which will be required regarding the arrangements for secondary Gaelic Medium Education with effect from August 2017. 3.2 It will be the responsibility of the Acting Executive Director of Communities and Families to propose options for consultation to the Education, Children and Families Committee on 24 May 2016. The working group will provide an opportunity to explore with key stakeholders any areas which would assist in informing the approach to be taken and allow them to provide informal feedback in advance of the statutory consultation process being progressed. The areas would include, but not restricted to: the options which should be considered, transition arrangements (if necessary), and the timing of the statutory consultation process.
4 Approach
4.1 The Working Group would not be a formally constituted sub-Committee of the Education, Children and Families Committee. 4.2 Whilst a minute would be taken of each meeting, as these represent informal discussions these would not be incorporated within the final report to the Education, Children and Families Committee or published in any other way. However, it should be noted that these minutes could fall within the scope of the Freedom of Information (FOI) legislation and may require to be released (redacted as appropriate) should they fall within the scope of any FOI request which was submitted to the Council. 4.3 An initial meeting would be scheduled to share any existing information with group members to facilitate discussion following which any matters regarding which further information and/or discussion were required would be identified. It is anticipated that the main topic for discussion at the first meeting would be the consideration of available options. 4.4 Further meetings would be scheduled as necessary to follow up on any outstanding or further matters. 4.5 The Acting Director of Communities and Families is required to produce a draft report by no later than 4 May 2016 for consideration at the Agenda Planning Meeting on 9 May 2016. The final report, incorporating any changes identified as necessary at the Agenda Planning meeting, will be published on 18 May 2016. There is therefore only a little over eight weeks available to produce the report for consideration at the Education, Children and Families Committee on 24 May 2016 therefore meetings will require to be scheduled to be held on at least a two-weekly basis.
Education, Children and Families Committee – 24 May 2016 Page 23
4.6 It is a very tight timescale to identify a firm proposal, or proposals, for statutory consultation for consideration by Committee on 24 May 2016; the key driver for which being the necessity to have revised arrangements in place for the year when it is anticipated that the capacity of JGHS would be exceeded. Whilst the latest projected S1 intake for August 2017 exceeds the intake limit of 200, initial indications from the JGHS school management are that this could be accommodated by increasing the intake limit in that year to 220. If the ability to do this is confirmed it would, if it proves to be either necessary or appropriate, allow further time to consider the matter in advance of taking a final report to Committee regarding any proposed statutory consultation.
Education, Children and Families Committee – 24 May 2016 Page 24
Appendix 2 Working Group Background Paper
1 What is Gaelic Medium Education?
1.1 Gaelic Medium Education (GME) is discussed in the 2015 report by Education Scotland Advice on Gaelic Education. The key messages are as follows: GME is based on the principle of language immersion. GME provision should encompass the four contexts of the curriculum within Curriculum for Excellence: the ethos and life of the school as a community, curriculum areas and subjects, interdisciplinary learning and opportunities for personal achievement. In secondary, it is advised that there should be a focus on maximising the totality of GME across the curriculum and in a full range of contexts. There should be planned and progressive immersion opportunities to help impact on fluency. 1.2 Education Scotland strongly advises that GME is not merely language learning; it is also the delivery of subjects through the medium of Gaelic and having Gaelic at the heart of the life, culture and ethos of the school. 1.3 What does this look like? Gaelic in the wider life and work of the school and as part of the school ethos. Subject provision, including Gaelic Language (known as Gàidhlig) and subjects through the medium of Gaelic. Interdisciplinary learning. Opportunities for wider achievement e.g. music, competitions and performance. 1.4 Gaelic Learners Education (GLE) Gaelic Learners Education (GLE) refers to Gaelic learning as an additional language in an English Medium Education (EME) context. According to the Education Scotland advice and guidance on GLE: “In English medium education, Gaelic language learning is part of children’s and young people’s entitlement to learning a language. Gaelic Learner Education is an overarching term which spans across 3-18 provision.” (Gaelic Education 3-18 in Language Learning in Scotland: A 1+2 Approach). In line with local strategic development models for 1+2, GLE is being developed in both Tynecastle and JGHS clusters.
Education, Children and Families Committee – 24 May 2016 Page 25
1.5 A summary of the existing provision of both GME and GLE in the city is included at Appendix 1.
2 Primary Sector - Bun-sgoil Taobh na Pàirce
2.1 In the primary sector GME is provided at the dedicated GME Primary School, Bun-sgoil Taobh na Pàirce (TnP). The catchment area for this school is Edinburgh and the Lothians; this being a legacy from Lothian Regional Council. 2.2 Demand for places at TnP continues to be very healthy, there being 64 registered pupils for the P1 intake in August 2016 including four from outwith Edinburgh. However, there are three placing requests out and a number of deferrals are anticipated therefore an intake limit of 60 has been set. 2.3 The table below shows an analysis of the pupil roll at TnP as at the September 2015 census. This shows, by year group, the total pupils by locality and shows a growing trend emerging of a significant proportion of the pupils attending the school coming from the north of the city, particularly the North East which is the locality in which TnP is located. Within the P1 intake in August 2015, 63.1% of the pupils were from the North East locality with 82.5% being from the north of the city. Of the 60 Edinburgh pupils registered for P1 in August 2016, 38.3% are from the North East locality with 73.3% being from the north of the city.
Locality P1 P2 P3 P4 P5 P6 P7 Total % Total
North East 36 20 16 8 4 3 5 92 35.1% North West 11 16 16 10 5 8 10 76 29.0% South East 7 13 10 9 9 9 5 62 23.7% South West 2 5 8 5 4 5 3 32 12.2% Sub-Total CEC 56 54 50 32 22 25 23 262 100.0%
Out of Council 1 9 6 1 3 4 1 25 Total 57 63 56 33 25 29 24 287
2.4 Under section 5 (1) of the recently introduced Education (Scotland) Act 2016, a person who is the parent of a child who is under school age and has not commenced attendance at a primary school may request the education authority in whose area the child is resident to assess the need for Gaelic medium primary education. 2.5 The City of Edinburgh Council has already made a very significant commitment to the development and delivery of Gaelic medium primary education through the establishment of TnP, a double-stream school with an annual intake limit of 60, which could be increased by exception to 66 should circumstances require it. There is currently no evidence to suggest that the
Education, Children and Families Committee – 24 May 2016 Page 26
demand for GME would require any expansion of the existing capacity at primary level however this will be kept under review.
3 Primary Sector – Lothian Authorities
3.1 The continued inclusion of the Lothian authorities within the catchment for TnP represents a risk of the capacity of the school being exceeded by requests for places from pupils who live outwith Edinburgh. The number of pupils making such requests varies from year to year (there are four registrations for August 2016) however with the growing interest in the Gaelic language it is reasonable to expect that this could increase. 3.2 For this reason, it is recommended that the forthcoming statutory consultation includes a proposal to change and restrict the catchment for TnP to be only the City of Edinburgh Council area. This would require the Lothian authorities to make their own arrangements for both primary and secondary GME in the future albeit pupils from those areas would still be able to make placing requests into TnP, however these requests would only be accommodated if sufficient capacity was available in the school.
4 Secondary Sector - James Gillespie’s High School
4.1 James Gillespie’s High School (JGHS) is currently the catchment secondary school for those pupils living in the primary school catchments of Tollcross, James Gillespie’s, Sciennes, Preston Street and Royal Mile Primary Schools. In addition, those pupils attending TnP have the right to attend JGHS regardless of their secondary school catchment. There is no catchment area for secondary GME in Edinburgh; it is not possible for a pupil to enter S1 in JGHS (or at any year stage) on the basis of GME without them having first attended, and wishing to transfer from, TnP. 4.2 The table below shows both the historic and projected S1 intakes for JGHS, (taking into consideration known and projected housing developments in the area) and illustrates that it is forecast that the standard intake limit of 200 will be breached in each year from 2016 onwards.
*Based on available registration data February 2016 and therefore subject to change
Education, Children and Families Committee – 24 May 2016 Page 27
4.3 James Gillespie’s High School currently [this was the position as at 18 March 2016] has 238 S1 catchment registrations for August 2016 (down from the 243 previously reported). Between January 2015 and August 2015 the school experienced a 6% drop in its registration numbers and a similar scale of drop off is anticipated between January 2016 and August 2016. Accordingly, by August 2016 it is estimated that there will be demand for 229 catchment S1 places at the school. The standard S1 intake limit for the school is 200; however a decision was taken to guarantee that all catchment P7 pupils, including those from TnP, who are registered for the start of the August 2016/17 school session will be able to attend JGHS. 4.4 The way in which all catchment pupils will be accommodated in the school has not been determined and will require very careful consideration. Based on an estimated catchment requirement of 229, to provide the guarantee which has now been made would require the S1 intake limit for August 2016 to be increased to 240, 20% higher than normal and potentially requiring 11 of the many placing requests into the school to be granted. The Council will now discuss with the JGHS school management how the additional pupils can be accommodated for the 2016/17 session and the implications which this will have for either future S1 intakes and/or the range of subjects which can be taught in the school. 4.5 The current arrangements at JGHS are obviously not sustainable and there is continuing pressure on the school due to rising school rolls and other factors including the decision which has now been taken to accommodate all catchment pupils for August 2016. 4.6 The number of S1 pupils residing in the JGHS catchment area and attending the school has not exceeded 163 pupils in the last five years and, while an increase was anticipated for the 2016/17 session, the number of registrations suggests that the scale of the increase will significantly exceed expectations. Projections would suggest that this is a spike. However, there are several factors which mean high intakes should be anticipated in the years that follow: (i) there has been an increase in the percentage of pupils transferring from P7 to S1 within the JGHS catchment area. For example, in 2010 there were 178 P7 pupils registered at Council run non-denominational primary schools residing in the JGHS catchment area. In 2011 there were 153 non-denominational S1 pupils residing in the same area. This represented a drop of 14% in the population between P7 and S1 and is principally attributed to a loss to the private sector. By 2012 this drop off had reduced to 9.9% and last year this reduced further to 7.6%. (ii) the percentage of the available S1 population within the JGHS catchment choosing to attend JGHS has increased. This is as a result of a drop in the number of pupils requesting and gaining a place at another non- denominational secondary school and a fall in the percentage of pupils
Education, Children and Families Committee – 24 May 2016 Page 28
from the JGHS catchment area choosing to attend St Thomas of Aquin’s RC High School. Between 2010 and 2015 the percentage of the S1 catchment population attending another non-denominational school fell from 12.6% to 4.2% while the percentage attending St Thomas of Aquin’s RC High School fell from 15.9% to 10.0%. 4.7 If analysis of the August 2016 intake, which will be undertaken in October 2016, shows that the percentage of catchment pupils transferring from P7 to S1 and/or the percentage of catchment pupils retained by the school has increased this will further increase the projections for 2017 onwards. It is unclear at present whether this will be the case, however, given how close the existing projections for 2017 onward are to the intake limit it requires that planning be undertaken on the basis that catchment (and GME) demand from 2016 will continue to exceed the standard intake limit of 200 and that intakes beyond 2019 will increase beyond 250. 4.8 Regarding the cause of the spike in 2016 this cannot be determined with any certainty until we have the final catchment data and can analyse it. However it would appear that the answer may relate to the number of P7 pupils in 2015 and the school’s catchment retention rate. At the time of the census in September 2015 there were 249 non-denominational and denominational P7 pupils in the JGHS catchment area attending a Council primary school. This included 21 P7 pupils from TnP who do not reside in the JGHS catchment area. However in February 2016 there were 265 registrations for S1 from P7 pupils in the JGHS catchment area (including from TnP) to either JGHS (243) or St Thomas of Aquin’s RC (22). 4.9 Ordinarily, a drop between P7 and S1 would be expected rather than an increase. Where there is an increase, the usual answer would be that this could be pupils from the independent sector switching to a Council school. However, we know that only three of the 243 JGHS registrations come from pupils not previously registered at a Council primary school. Accordingly, this suggests that it may be pupils moving into the area from other parts of the city between the September census and now. Further analysis is required.
5 Secondary Sector – Council Wide
5.1 The potential issue of capacity at James Gillespie’s High School was identified several years ago and, at its meeting of 16 December 2010, Council approved that a statutory consultation should be carried out proposing the relocation of GME provision for future S1 intakes from JGHS to Tynecastle High School. 5.2 A short life cross-party working group with representatives from relevant stakeholders was established to consider the various key factors which would have arisen regarding the re-location of secondary level GME provision from JGHS to Tynecastle High School. This included consideration of the content and timing of the necessary statutory consultation process including transition
Education, Children and Families Committee – 24 May 2016 Page 29
arrangements and costs. The short life working group met three times between February and April 2011 however the statutory consultation was ultimately never progressed. 5.3 There are currently 20 non-denominational secondary schools in the city for which the catchment areas are shown in the following map.
5.4 Annual GME primary intakes to TnP of 60 would translate to a potential GME secondary population of approximately 350 S1-S6 pupils with an S1 intake of 60. The table below shows the current position regarding the 20 non- denominational secondary schools in the Council estate with the roll data being taken from the September 2015 census.
S1 2015 2015 School Capacity Variance Intake Variance Roll S1 Roll Limit
Balerno 700 850 150 115 160 45 Boroughmuir 1,159 1,165 6 207 200 (7) Broughton 1,067 1,200 133 216 220 4 Castlebrae 118 600 482 22 120 98 Craigmount 1,118 1,400 282 222 260 38 Craigroyston 473 600 127 95 120 25 Currie 722 900 178 115 180 65 Drummond 352 600 248 45 120 75 Firrhill 1,085 1,150 65 200 220 20
Education, Children and Families Committee – 24 May 2016 Page 30
S1 2015 2015 School Capacity Variance Intake Variance Roll S1 Roll Limit
Forrester 731 900 169 142 180 38 Gracemount 615 650 35 115 120 5 JGHS 1,149 1,150 1 196 200 4 Leith Academy 896 950 54 153 180 27 Liberton 551 850 299 111 160 49 Portobello 1,295 1,400 105 238 260 22 Queensferry 753 1,000 247 150 180 30 The Royal High 1,260 1,200 (60) 218 220 2 Trinity Academy 793 950 157 121 180 59 Tynecastle 519 900 381 103 180 77 WHEC 290 750 460 58 140 82
5.5 The table above shows that, in the current year, there is a level of spare capacity at some secondary schools in both overall terms and at S1. The six schools which currently have spare S1 intake capacity of around, or in excess, of 60 have been highlighted. 5.6 However, the rising school rolls which have been experienced in the primary sector will very shortly work through to the secondary sector. The impact of this, higher stay-on rates and the significant new housing development reflected in the second proposed Local Development Plan, will mean that many secondary schools will experience significant pressure on their accommodation. This will mean that over the next few years many schools will have far less spare capacity than that suggested in the table above. 5.7 Careful consideration will be required regarding what secondary schools might be able to either accommodate GME provision within their existing capacity or would be capable of expansion to do so which, assuming there was sufficient space on the existing school site to do so, would entail significant cost. In light of the fact that a significant proportion of pupils entering TnP are now from the north of the city, the location of any school(s) will also be a relevant factor.
6 Conclusions and Next Steps
6.1 The current arrangements at JGHS are not sustainable. Given the continuing pressure on the school due to rising school rolls and other factors including the decision which has now been taken to accommodate all catchment pupils for August 2016, it is the intention to take a report to the next meeting of the Education, Children and Families Committee on 24 May 2016 seeking
Education, Children and Families Committee – 24 May 2016 Page 31
approval to undertake a statutory consultation regarding the future arrangements for secondary Gaelic Medium Education. 6.2 The statutory consultation process itself will be governed by the requirements of the Schools (Consultation) (Scotland) Act 2010 as amended by the Children and Young People (Scotland) Act 2014. This will necessitate formal engagement with, and involvement of, a range of stakeholders in considering any options which may be proposed for consultation. 6.3 Ultimately it will be the responsibility of the Acting Executive Director of Communities and Families to propose options for consultation to the Education, Children and Families Committee. However, there is considered to be merit and benefit in having an informal engagement with key stakeholders in advance of the formal statutory consultation process commencing to inform the approach which should be taken. It is proposed that a Gaelic Medium Education Working Group be established for this purpose, the terms of reference for which have been covered in a separate report. 6.4 One of the first key considerations will be what options might be available for the future delivery of secondary Gaelic Medium Education. An initial assessment of possible options has been undertaken which is included at Appendix 2. It should be noted that this assessment had been undertaken on the assumption that there would be no increase in the current level of GME provision at primary level and that the future capacity requirements at secondary would be in the order of 350 places based on an annual S1 intake of 60.
Billy MacIntyre Head of Operational Support, Communities and Families
18 March 2016
Education, Children and Families Committee – 24 May 2016 Page 32
Annex 1 Current GME and GLE provision
James Gillespie’s High School (JGHS) - GME development
Currently 81 young people in the GME programme. GME is delivered through until the end of the Broad General Education. There is an option to continue Gàidhilg into the Senior Phase (S4 – S6) and onto certificate level (National 5, Higher and Advanced Higher). There is good uptake of Gàidhilg in the Senior Phase (Nat 5/Higher/Advanced Higher). The vast majority of students go on to complete Higher Gàidhlig, and many also continue to do Advanced Higher Gàidhlig. Attainment is strong and above the national average. Subjects being taught through the medium of Gaelic are PE, Art, Modern Studies and RME. No subjects are currently taught through the medium of Gaelic at SQA qualification level. National 5 Modern Studies (N5 Nuadh-Eolas) through the medium of Gaelic is being offered as a choice for session 2016/17. This class is expected to run.
JGHS - GLE development
GLE is being delivered across all JGHS cluster primaries with input at either P4 or P5 across the cluster. Preston Street Primary is delivering Gaelic as a main 1+2 Language (L3). S1 and S2 cohort all experience taster blocks of Gaelic for learners which provide progression from primary cluster input. JGHS has developed an S3 Languages for Life and Work Award for learners. This has run in previous years but there is no current uptake. JGHS also offer Gaelic Learner Education (GLE) courses in the Senior Phase. This has run in previous years however there is no current uptake.
JGHS - Wider Achievement in Gaelic
Gaelic has been embedded into the school’s life and ethos with a visible profile in multi cultural events. Students participate in various creative writing and cultural competitions at national level including Scottish Book Trust Young Writers’ Award, the ‘National Gàidhlig Debate and the National Mod.
Education, Children and Families Committee – 24 May 2016 Page 33
Partnerships include Comunn na Gàidhlig (CNAG), Historic Scotland and Glasgow Gaelic School.
Tynecastle High School Cluster - GME development
There is currently no provision of GME in the Tynecastle cluster.
Tynecastle High School Cluster - GLE development
Two of the Tynecastle cluster primary schools currently deliver GLE; Stenhouse Primary from nursery onwards and P5 to P7 in Balgreen Primary. Since August 2015, GLE is delivered in S1 and S2 for all learners at Tynecastle. GLE provision at the school has doubled in 2015/16 with provision now continuing into S2. It is planned for this model to progress into S3. Half of the S1 year group continues with a progressive programme of GLE from primary and the other half (who have previously studied Mandarin) follow a beginners GLE programme. This model continues into S2. Staffing is shared across Tynecastle High School and JGHS.
Tynecastle Cluster - Wider Achievements GLE
A range of GLE projects include partnership projects with Historic Scotland in both Stenhouse Primary and Tynecastle High School. Gaelic has been embedded very successfully into the life and ethos of many of the schools delivering both GME and GLE provision. Stenhouse Primary school has visible Gaelic signage throughout the school and a Gaelic choir.
Education, Children and Families Committee – 24 May 2016 Page 34
Annex 2 Options for the future delivery of secondary Gaelic Medium Education
Primary Secondary Option Primary Catchments Secondary Catchment Pros Cons
The following options assume there would be no increase in the capacity at primary level
1 Bun Sgoil Taobh CEC Local James CEC Local Retains GME provision at A change would also be na Pàirce Authority area Gillespie’s High Authority area JGHS therefore provides required to the underlying only School (JGHS) - only continuity. primary catchments i.e. it would existing local No requirement for not just be a change at catchment changes to be made to secondary level. reduced (and existing GME staffing Likely to be significant transferred to arrangements. objections from those in the other secondary local catchment area. schools) to May be difficult to identity create additional adjacent secondary schools capacity which could accommodate the necessary increase in pupils. May require additional capital investment if new accommodation is required to be delivered which may have an impact on the timescales within which this could be put in place. Difficulty in explaining any educational benefit for those
Education, Children and Families Committee – 24 May 2016 Page 35
Primary Secondary Option Primary Catchments Secondary Catchment Pros Cons
local catchment pupils who would be affected. Location of JGHS in the south of the city when the majority of pupils are from the north. High S1 intakes from TnP are not expected for another four years therefore considerable scope for out-of catchment requests into the school at all stages in the interim.
2 Bun Sgoil Taobh CEC Local James CEC Local Retains GME provision at Strong possibility that Darroch na Pàirce Authority area Gillespie’s High Authority area JGHS therefore provides may be required for an only School – only continuity. alternative use to address additional No requirement for capacity issues which may be capacity created changes to be made to identified in local secondary by retaining existing GME staffing schools. Darroch as a arrangements. Would require capital permanent investment to bring Darroch up annexe to the required standard for a permanent establishment. Location of JGHS in the south of the city when the majority of pupils are from the north. High S1 intakes from TnP are
Education, Children and Families Committee – 24 May 2016 Page 36
Primary Secondary Option Primary Catchments Secondary Catchment Pros Cons
not expected for another four years therefore considerable scope for out-of catchment requests into the school at all stages in the interim. Would require JGHS to operate over two sites and would require pupils to travel between both sites to access all curricular needs as Darroch could not accommodate all needs. Significantly increased revenue costs as essentially creating another permanent establishment.
3 Bun Sgoil Taobh CEC Local Move entire CEC Local Ensures that GME May be difficult to identity an na Pàirce Authority area provision from Authority area provision is provided at alternative secondary schools only JGHS to one only one location. which could accommodate the different necessary increase in pupils. secondary May require additional capital investment if new accommodation is required to be delivered which may have an impact on the timescales
Education, Children and Families Committee – 24 May 2016 Page 37
Primary Secondary Option Primary Catchments Secondary Catchment Pros Cons
within which this could be put in place. May represent a challenge to establish GME in new schools, particularly if there is currently either little or no presence. Would require changes to be made to existing GME staffing arrangements.
4 Bun Sgoil Taobh CEC Local 2 schools (each 2 areas (each By spreading the The P7 cohort would be split on na Pàirce Authority area serving 2 aligned to 2 additional capacity entering secondary. However, only localities) localities) requirement across more this could be mitigated by than one school the assigning each of the two possibility of finding streams in the primary school schools with sufficient into a different secondary spare capacity is school. increased. May be difficult to identity Opportunity to expand the alternative secondary schools reach of GME into more which could accommodate the than one school and necessary increase in pupils. possibly attract interest May require additional capital from the remainder of the investment if new cohort. accommodation is required to be delivered which may have an impact on the timescales
Education, Children and Families Committee – 24 May 2016 Page 38
Primary Secondary Option Primary Catchments Secondary Catchment Pros Cons
within which this could be put in place. May represent a challenge to establish GME in new schools, particularly if there is currently either little or no presence. Would require changes to be made to existing GME staffing arrangements and likely to be an issue in recruiting sufficient qualified staff. Increased revenue costs.
5 Bun Sgoil Taobh CEC Local 4 schools 4 areas By spreading the The P7 cohort would be split on na Pàirce Authority area (each serving a (each aligned to additional capacity entering secondary. only locality) a locality) requirement across more May be difficult to identity than one school the alternative secondary schools possibility of finding which could accommodate the schools with sufficient necessary increase in pupils. spare capacity is May require additional capital increased. investment if new Opportunity to expand the accommodation is required to reach of GME into more be delivered which may have than one school and an impact on the timescales possibly attract interest within which this could be put in from the remainder of the place.
Education, Children and Families Committee – 24 May 2016 Page 39
Primary Secondary Option Primary Catchments Secondary Catchment Pros Cons
cohort. May represent a challenge to establish GME in new schools, particularly if there is currently either little or no presence. Would require changes to be made to existing GME staffing arrangements and likely to be an issue in recruiting sufficient qualified staff. Increased revenue costs.
6 Bun Sgoil Taobh CEC Local No dedicated No specific Likely to be limited, if any, The P7 cohort would be split on na Pàirce Authority area secondary GME catchment new infrastructure entering secondary. only schools as for secondary as required. Would require changes to be delivered on a would attend Opportunity to expand the made to existing GME staffing peripatetic basis their ‘normal’ reach of GME into more arrangements and likely to be catchment than one school and an issue in recruiting sufficient school possibly attract interest qualified staff. from the remainder of the Would not be possible to cohort. provide an immersive experience in each secondary school.
7 Bun Sgoil Taobh CEC Local New GME High CEC Local Ensures that GME Very significant new na Pàirce Authority area School Authority area provision is provided at infrastructure costs. only only one location. No site identified.
Education, Children and Families Committee – 24 May 2016 Page 40
Primary Secondary Option Primary Catchments Secondary Catchment Pros Cons
Opportunity for full Would require changes to be immersion at secondary. made to existing GME staffing arrangements and likely to be an issue in recruiting sufficient qualified staff. Very significant additional running costs.
8 Close Bun Sgoil CEC Local Dedicated CEC Local Opportunity for full all- Very significant new Taobh na Pàirce Authority area secondary Authority area through immersion. infrastructure costs. and replace with only provision in an only No site identified. two streams as all through Would require changes to be part of all through school made to existing GME staffing school (perhaps arrangements and likely to be also with the an issue in recruiting sufficient requirement for qualified staff. nursery) Very significant additional running costs.
Education, Children and Families Committee – 24 May 2016 Page 41
Education, Children and Families Committee
10am, Tuesday, 24 May 2016
Recent Developments in Gaelic Education Provision in Edinburgh
Item number Report number Executive/routine Executive Wards Not applicable
Executive summary
At its meeting of 3 March 2016 the Governance, Risk and Best Value Committee asked for a joint report from the Acting Executive Director of Resources and the Acting Executive Director of Communities and Families about recent developments in Gaelic education provision in Edinburgh. Committee requested that the report contain detail of whether due process was followed and identify lessons learnt, and that it should be submitted to the Education, Children and Families Committee in May, prior to going to the Governance, Risk and Best Value Committee in June 2016. This relates to the capacity issue at James Gillespie’s High School identified in the ‘Strategic Management of School Places: P1 and S1 Intakes for August 2016’ report which was submitted for consideration to the Education, Children and Families Committee Meeting on 1 March 2016 but was subsequently withdrawn. This report has been prepared on that basis and responds to the request from the Governance, Risk and Best Value Committee.
Links
Coalition pledges Not applicable Council outcomes Not applicable Single Outcome Agreement Not applicable
Report
Recent Developments in Gaelic Education Provision in Edinburgh
Recommendations
1.1 Note the content of this report. 1.2 Note that due process was followed in the ‘Strategic Management of School Places: P1 and S1 Intakes for August 2016’ report which was submitted for consideration to the Education, Children and Families Committee Meeting on 1 March 2016 but was subsequently withdrawn. 1.3 Note the lessons which have been learned as set out in this report and the possible actions identified which will be subject to consultation with the Head Teachers Executive and the Consultative Committee with Parents prior to decisions being taken regarding the implementation, or otherwise, of any changes for the 2016/17 School Placements process. 1.4 Note that, since 1 March 2016, the Acting Director of Communities and Families and Head of Operational Support have had very constructive discussions and engagement with Bòrd na Gàidhlig and representatives of the Gaelic community. A Working Group was established to consider options to address the projected capacity issues at JGHS and allow a sustainable position to be reached regarding which excellent progress has been made and a clear way forward established. 1.5 Refer this report to the Governance, Risk and Best Value Committee.
Background
2.1 At its meeting of 3 March 2016, the Governance, Risk and Best Value Committee asked for a joint report from the Acting Executive Director of Resources and the Acting Executive Director of Communities and Families about recent developments in Gaelic education provision in Edinburgh. Committee requested that the report contain detail of whether due process was followed and identify lessons learnt, and that it should be submitted to the Education, Children and Families Committee in May, prior to going to the Governance, Risk and Best Value Committee in June 2016. 2.2 The request from the Governance, Risk and Best Value Committee relates to the capacity issue at James Gillespie’s High School (JGHS) identified in the ‘Strategic Management of School Places: P1 and S1 Intakes for August 2016’
Education, Children and Families Committee – 24 May 2016 Page 2
report (the ‘SMSP 2016’ report) which was submitted for consideration to the Education, Children and Families Committee Meeting on 1 March 2016 but was subsequently withdrawn. This report has been prepared on that basis and responds to the request from the Governance, Risk and Best Value Committee. 2.3 The ‘SMSP 2016’ report highlighted that, due to an exceptionally high number of catchment registrations for entry into S1 in JGHS in August 2016 including those pupils transferring from Bun-sgoil Taobh na Pàirce, it was possible that some pupils might not have been successful in gaining a place at the school. Committee was asked to note the report and that Gaelic Medium pupils unsuccessful in gaining a places at JGHS would be offered a place at Tynecastle High School or may accept a place at their mainstream catchment school. 2.4 Whilst the ‘SMSP 2016’ report was withdrawn, to provide the necessary context and background information for this report the elements within it relating to the potential capacity issue at JGHS have been extracted and are included in Appendix 1. 2.5 Since the ‘SMSP 2016’ report was withdrawn, a solution has been identified which will allow all eligible S1 registrations into JGHS for August 2016 to be accommodated. During March, as a consequence of further detailed analysis work undertaken by the school regarding timetabling, the Head Teacher of JGHS confirmed that an S1 intake of 240 could be accommodated in the school for August 2016 without any adaptations to the existing buildings being required. 2.6 At the time of issuing this report, the number of eligible S1 registrations to JGHS for August 2016 was 229 on the basis of which an intake limit of 240 would require to, and would, be set. This would allow all eligible S1 registrations to be accommodated and permit a number of placing requests into the school to be accepted. 2.7 The position regarding what S1 intakes can be sustained for JGHS on an ongoing basis, and if a level in excess of the current defined limit of 200 can be accommodated, has been reviewed. As a consequence of further detailed analysis work undertaken by the school regarding timetabling and a risk assessment and consideration of the ability to implement an appropriate fire strategy, the Head Teacher of JGHS has confirmed that an annual S1 intake of 220 could be accommodated on a permanent, sustained basis without any adaptations to the existing buildings being required. 2.8 However, given the continuing pressure on the school due to rising school rolls and other factors, even with an increased S1 intake limit, the current arrangements at JGHS are not sustainable and the S1 intake limit could not be increased to a level which could accommodate all future demand without there being some change required to the current arrangements.
Education, Children and Families Committee – 24 May 2016 Page 3
2.9 The table below shows both the historic and latest projected catchment S1 intakes for JGHS, (taking into consideration known and projected housing developments in the area) and illustrates that based on the latest roll projections (which could obviously still change in the future) it is forecast that the standard intake limit of 200 will be breached in each year from 2016 onwards and an increased S1 limit of 220 breached in each year from 2019 onwards (with the limit being met in 2018).
*Based on available registration data as at April 2016 and therefore subject to change 2.10 A Working Group involving elected members, Council officers and key stakeholders was established to allow the Council to engage with key stakeholders to consider options to address the projected capacity issues at JGHS and allow a sustainable position to be reached. 2.11 A separate report on the agenda for this Committee provides an update regarding the matters considered by the Working Group, the conclusions reached and the proposed way forward. 2.12 Since 1 March 2016 excellent progress has been made and a clear way forward established. A solution has been found to the potential capacity issue at JGHS for August 2017. This allows time to more fully consider the best medium term solution which is likely to be a proposal to establish the Darroch facility as a permanent annexe of both James Gillespie’s High School and Boroughmuir High School (BHS). This would allow the capacity issues at both JGHS and BHS to be addressed whilst retaining the provision of secondary GME at JGHS until an estimated 2021. 2.13 The future strategy for the provision of GME at early years, nursery, primary and secondary levels will be considered and will form part of the wider revised Council Gaelic Language Plan. This strategy will be co-produced between Council officers from Communities and Families and representatives of the Gaelic community though the Gaelic Implementation Steering Group and will be
Education, Children and Families Committee – 24 May 2016 Page 4
taken to a future meeting of the Education, Children and Families Committee for consideration. 2.14 This strategy will assist in informing the future provision of GME at all levels allowing the Council to consider ways in which the already very considerable investment in, and successes arising from, the provision of GME in the City can be further enhanced. Indeed, one of the conclusions arising may be the necessity to expand the level of existing GME provision.
Main report
Due Process 3.1 The first question posed by the Governance, Risk and Best Value Committee is whether due process was followed. This question has been considered in two parts; firstly an assessment of compliance with Council requirements and secondly the extent to which any relevant legislative requirements were followed. 3.2 Turning first to the question of compliance with Council requirements, the ‘SMSP 2016’ report was submitted for consideration to the Education, Children and Families Committee Meeting on 1 March 2016 but was subsequently withdrawn. This was the latest in a series of annual reports which sets out accommodation and placement issues for the anticipated P1 and S1 intakes for the forthcoming school year, on this occasion for 2016/17. 3.3 This annual report provides an analysis of capacity and identifies any accommodation issues that may arise across the primary and secondary school estates as a result of the anticipated P1 and S1 intake numbers, in this instance for August 2016. The revised and updated ‘Strategic Management of School Places: P1 and S1 Intakes for August 2016’ report is a separate item on the agenda for this Committee. 3.4 The annual report is based on the findings of a Communities and Families Officer Working Group that meets in January each year as part of the annual P1 and S1 intake process. As has been the case in previous years, the most recent report to Committee in March 2016 identified strategies to address any issues identified to ensure that a consistent and equitable approach is taken to accommodating catchment pupil numbers and, where possible, placing requests across the school estate. 3.5 The annual report is produced in February each year for consideration at the Education, Children and Families Committee Meeting in March and is based on the most up to date information available at the time, however it highlights that the pupil intake numbers will change prior to the start of session in August. 3.6 The sequence and timing of events which was followed for the draft ‘SMSP 2016’ report was as follows:
Education, Children and Families Committee – 24 May 2016 Page 5
Following completion of the assessment by the Communities and Families Working Group and the identification of any issues arising, the draft ‘SMSP 2016’ report was produced and circulated to all Committee members on 18 February 2016 in advance of consideration at the Agenda Planning Meeting on 22 February 2016. The draft report was considered at the Agenda Planning Meeting on 22 February 2016 with the only action arising being a request that Appendix 3 be amended to include comparative figures for previous years, a change which was reflected in the final report. The report was published, together with the other papers for the Committee meeting, on 24 February 2016. On 25 February 2016 a letter was sent to the parents or guardians of all pupils who had registered for an S1 place at JGHS for August 2016. The purpose of this letter was to draw attention to the ‘SMSP 2016’ report; to highlight the possibility that an estimated nine catchment pupils may not be successful in gaining a place at JGHS in August 2016 and highlight the allocation process which would be followed should it be necessary to prioritise (within all eligible catchment pupils) for places in JGHS for August 2016. The letter also advised that it was likely that, based on distance, those pupils who may be unsuccessful would be pupils currently attending P7 in Bun-sgoil Taobh na Pàirce. It then highlighted that, in such an eventuality, if any pupils were unsuccessful in getting a place at JGHS and they wished to continue their Gaelic studies they would be offered a place at Tynecastle High School otherwise they could choose to attend their local denominational or non-denominational catchment school. Any other pupils would be offered an alternative place in a nearby school. On 29 February 2016 a very slightly amended version of the ‘SMSP 2016’ report was circulated to members of the Committee which removed an incorrect hyperlink in the background reading section. On the morning of 1 March 2016 members of the Committee were advised that the ‘SMSP 2016’ report had been withdrawn by the Acting Executive Director of Communities and Families and that all organisations which had made a deputation request regarding this item had been notified. On 1 March 2016 a letter was sent to the parents or guardians of all pupils who had registered for an S1 place at JGHS for August 2016. The letter advised that all catchment pupils registered for S1 at JGHS, including those from Taobh na Pàirce, could attend JGHS from August 2016. It advised that arrangements would be put in place to manage the increased S1 roll for 2016/17 and that an update on these arrangements, and any potential implications, would be provided in the near future.
Education, Children and Families Committee – 24 May 2016 Page 6
3.7 The foregoing was the normal due process which requires to be followed for Committee reports in advance of publication therefore the way in which the ‘SMSP 2016’ report was produced and submitted to Committee for consideration was fully compliant with all Council requirements. 3.8 There was a series of other related events, as follows: On 29 February [2016] a letter was sent to the Chief Executive by Bòrd na Gàidhlig which, in accordance with its request, was circulated to members of the Education, Children and Families Committee. A copy of this letter is included in Appendix 2. At 14:57pm on 29 February 2016 a letter was sent to the Council by Anderson Strathern LLP, acting on behalf of Bòrd na Gàidhlig, a copy of which is included in Appendix 4. The letter advised that Anderson Strathern LLP had been instructed to raise judicial review proceedings against the Council regarding decisions it was purported to have either taken, or was intending to take, and sought a written undertaking by 15:30pm that afternoon that the Council would not progress these. Under the threat of Anderson Strathern seeking interim interdict from the Court that evening to secure the withdrawal of the report, at 17:23pm on 29 February 2016 the Council confirmed to Anderson Strathern LLP that the ‘SMSP 2016’ report had been withdrawn from the agenda of the Education, Children & Families Committee on 1 March 2016. This removed the threat of interim interdict. 3.9 The action to withdraw the report was not due to there having been considered to be substantive issues raised by Anderson Strathern which could not have been defended by the Council if that had proved to have been necessary. The Council’s position and opinion regarding these matters differs from that expressed by Anderson Strathern and is explained in Appendices 4 and 5. 3.10 The report was withdrawn as there was considered to have been a significant risk that, if sought, an interim interdict would have been granted. As there was actually no pressing requirement for the ‘SMSP 2016’ report to be considered by Committee on 1 March 2016 as it provided members with an update rather than seeking any decisions, it would have been difficult for the Council to have presented an argument regarding why an interim interdict should not have been granted, pending the determination of the Judicial Review. 3.11 In answering the question posed by the Governance, Risk and Best Value Committee regarding whether due process was followed, it is necessary to respond to the suggested issues which were raised in the letters from both Bòrd na Gàidhlig and Anderson Strathern LLP. 3.12 Responses to the suggested issues which were raised in these letters - the majority of which had been considered by, and were the subject of discussion between, Council officers in Communities and Families and Legal Services in Education, Children and Families Committee – 24 May 2016 Page 7
advance of the ‘SMSP 2016’ report being published - are included in Appendices 4 and 5. 3.13 These responses exemplify that due process was followed and that it is the Council’s opinion that the approach which had been intended to address the capacity issue at JGHS (as set out in the ‘SMSP 2016’ report which was withdrawn) involved no breaches of legislation. Lessons Learned 3.14 The circumstances which arose at JGHS were as a result of an unprecedented and unexpected high level of S1 intake requests into the school for August 2016 from both local catchment pupils and those wishing to transfer from Bun- sgoil Taobh na Pàirce. 3.15 The capacity of any school is not unlimited and, whilst discussions with the management team of JGHS had identified that the S1 intake could have been increased from the standard 200 to (at that time what was considered to have been a maximum of) 220, this would have been insufficient to meet the projected demand for eligible places which was 229. Therefore the Council was faced with a very real and significant issue regarding a lack of available capacity at JGHS as there were anticipated to be more pupils than the school could accommodate, the potential consequences of which could have affected some of those pupils wishing to transfer from Taobh na Pàirce. 3.16 An alternative option for GME pupils to attend a different secondary school if they wished was identified, specifically due to the fact that it was acknowledged that the circumstances relating to any GME pupils who might be affected by the intake cap required an approach to be taken that recognised their particular educational needs. Simply referring those pupils back to their mainstream catchment schools would neither acknowledge nor meet these needs. Consideration of an option at Tynecastle High School was a means to provide pupils with a possibility to still pursue Gaelic learning at secondary level, albeit at a different school. 3.17 It is fully accepted that from an educational perspective the circumstances were far from being satisfactory. The nine children who it was estimated would have potentially been affected had already commenced their induction and transfer process to JGHS. Whilst the provision of a place in S1 at JGHS was still provisional and had not yet been confirmed, these children would have had an understandable expectation of being able to attend the school as they had planned and intended. 3.18 Rising school rolls have been a challenge in the school estate for some years. To date this had predominantly been a feature in the primary school estate however, despite the significant growth which has been experienced, the planned delivery of additional accommodation and other actions taken through the Council’s rising rolls programme has resulted in there being very few
Education, Children and Families Committee – 24 May 2016 Page 8
accommodation issues. However, the effects of rising rolls continue to be felt across the whole primary school estate which demonstrates the growing challenge faced by the Council and the value in maintaining a responsive rising rolls programme. 3.19 In the secondary sector, following a period of decline, S1 intakes have begun to increase. The S1 intake in August 2015 was the highest since 2010 and is likely to be matched by a similar intake in August 2016. However, the overall secondary school roll continues to fall with the 2016/17 session expected to mark its lowest point. Beyond 2016/17 it is expected that rolls will begin to grow quickly as larger numbers in the primary sector begin to filter into secondary. There will be further pressures on the school estate as a consequence of the significant level of housing which is planned in the city over the next five to ten years. 3.20 The potential capacity issue at JGHS was identified relatively late and, whilst a solution was ultimately identified to address the issue, this did not happen until after the potential issue, and the likely consequences arising as a result of it, had been (by necessity due to the publication of the ‘SMSP 2016’ report) very publicly communicated. 3.21 Council officers involved in the process met to consider what lessons could be learned from the recent experience and to identify any areas regarding which there may be the opportunity/necessity to change in the future. Whilst this was an unprecedented set of circumstances which arose, given the increasing pressures on the school estate it is not inconceivable that this could very possibly arise at a different school in the future. 3.22 A number of possible areas for improvement were identified which have been summarised below. What could the Council do to identify any such issues, or the risks of them occurring, earlier in the school year? Should the timing of any Council processes be brought forward? 3.23 Address checks have been undertaken which, whilst not yet complete, have already identified three fraudulent registrations regarding the JGHS S1 intake which contributed to the capacity issue (but have since been removed thus contributing to the reduction in the S1 registrations which are now at 229). If the capacity to do so was available the Council could undertake these address checks earlier in the year. Whilst seeking a prosecution in such circumstances would be difficult, greater awareness of this issue may act as a deterrent. There may already be issues in other year stages within the JGHS feeder primaries and those for other high demand secondary schools e.g. families moving out of the area and not notifying the school of a change of address,
Education, Children and Families Committee – 24 May 2016 Page 9
perhaps deliberately. Consideration could be given to undertaking a blanket check for all year stages in some key schools areas. In the secondary sector there is an automatic allocation of a place into the S1 catchment school and parents are not required to sign any documentation to formally confirm their current address. The Council could make this mandatory, perhaps using an online registration system, as this might force any parents who have moved (but had not advised the Council) to concede that they have, or it would support a case for prosecution if they confirmed an address which was invalid. In some local authority areas if a family moves out of a catchment area the entitlement for their children to attend the catchment school ceases immediately. This is considered to perhaps be too extreme a measure. 3.24 The school roll forecast data is updated in November each year when the annual school census data is received. The school catchment data could be extracted earlier, most logically at the end of September, to provide an earlier indication regarding any potential S1 issues. 3.25 The entire placing process could be brought forward: The closing date for providing catchment places, based on being resident in the area by that point, could be brought forward from the end of February to the end of December to reduce the risk of changes happening in the demand for catchment places in January and February. There is considered to be logic in this as the timescale would align with the existing deadline for non-catchment placing requests. The entire process, including the closing date for non-catchment placing requests, could be further brought forward by a (further) month from the end of December to the end of November. This would allow the Communities and Families Officer Working Group to meet in December rather than in January and would also allow more informed decision making regarding any rising rolls issues. This would require a change to how we manage placing in denominational schools. 3.26 The Council Policy on Admissions to Mainstream Schools does not include any reference to a catchment guarantee but states (in paragraph 4.2.4) that “the Council aims to provide places for P1 and S1 pupils at their catchment school if they are living in the catchment area by the end of February of the year that they will start in P1 and S1”. In paragraph 4.2.12 the policy then states “First year intake limits, classroom size restrictions and limits on the overall pupil numbers will be applied where necessary to assist in managing school provision.” 3.27 However, the related procedure and accompanying Placements Timeline goes further and makes reference to a catchment guarantee. It states “28 February. Catchment guarantee date. All children who are resident in the catchment area Education, Children and Families Committee – 24 May 2016 Page 10
by this date are guaranteed a place in their non-denominational catchment school unless they move address before the start of the coming session. New Intake Registration screen and Delete Registration screen locked from this date – schools to email late P1 registrations after this date to School Placements team.” 3.28 This is inconsistent with the Council policy which provides no such guarantee as there may be circumstances which are entirely outwith the Council’s control which may mean that this could not be honoured. The wording in the procedure and accompanying Placements Timeline should be amended to bring it into line with the Council policy. How could the Council ensure that it has exhausted all possibilities to deal with any capacity issues arising, including those which might have an impact on future years, to ensure that these could at least be considered? 3.29 The S1 intake limit for a school does not necessarily reflect its capacity to accommodate S1 pupils in any given year which will be a function of the other cohort. We could review our capacity methodology to have a more dynamic approach to S1 intake limits each year rather than them always being fixed. 3.30 Schools (or at least those very popular schools which are at particular capacity risk) could undertake scenario planning at the very start of each year to explore if and how (should the eventuality arise) an additional S1 intake of either 20 or 40 pupils could be accommodated (if that was possible). The remaining school cohort would be known and assumptions could be made regarding S5/S6 drop- off rates. 3.31 Any implications arising from such circumstances (e.g. creating a restriction in future subject provision) could then be discussed with the school parent council. By considering this early in the school year it would allow sufficient time to consider complex timetabling requirements well in advance of when any issues may arise and provide certainty regarding what would, and would not, be possible. 3.32 Were an issue to subsequently arise the decision regarding what an appropriate S1 intake limit should be would then be for the school to make in the full knowledge of the implications and consequences of any decision to increase it beyond the standard level. On identifying any issue and having exhausted all options to deal with it, how should the Council engage with the wider school community? 3.33 This has been covered above to an extent. Earlier awareness of potential issues would clearly be beneficial coupled with prior thinking regarding the ability of the school to accommodate any S1 capacity issues arising.
Education, Children and Families Committee – 24 May 2016 Page 11
3.34 The Council has a process in place where Primary Head Teachers are asked to share class organisations/organise special Parent Council meetings in early February to discuss any potential issues but that currently does not happen at secondary level. This could, perhaps, be incorporated in the future if potentially other secondary schools are starting to see increased S1 intakes in future years. 3.35 The production of the annual Strategic Management of School Places - P1 and S1 Report itself and the timing thereof is an issue. Being published in late February and not long after the Communities and Families Officer Working Group has met in January leaves little time to identify any issues and consider options to deal with them, particularly when they are so unexpected (as was the case for JGHS this year). 3.36 The necessity to publicise and communicate the potential issue which was identified at JGHS was driven by the timing of the ‘SMSP 2016’ report being published. As the annual report is now predominantly an update report with no decisions being required other than noting, could it perhaps be produced for the May Committee meeting or is it required at all as any key rising rolls issues are dealt with through the separate reports to Committee regarding rising rolls? 3.37 Once the potential issue regarding capacity at JGHS was identified, although it was anticipated to have a potential impact on only nine pupils, the Council wrote to all 243 potentially affected sets of parents and guardians to highlight the issue and the potential impact. Details were available regarding sibling and distance therefore it would have been possible to have written a more targeted letter to a much smaller number of parents and carers for whom the risk of there being an impact was the greatest. Whilst there is a necessity to ensure that all parents are kept informed, perhaps a different approach could have been taken which would have avoided all parents and guardians having the same level of uncertainty. Next Steps and Consultation 3.38 A number of lessons learned and possible actions have been identified above. These will be subject to consultation with the Head Teachers Executive and the Consultative Committee with Parents (at the next scheduled meeting on 19 May 2016) prior to decisions being taken regarding the implementation, or otherwise, of any changes for the 2016/17 School Placements process.
Measures of success
4.1 There are no measures of success associated with this report.
Financial impact
5.1 There are no financial implications arising directly from this report.
Education, Children and Families Committee – 24 May 2016 Page 12
Risk, policy, compliance and governance impact
6.1 There are no risk, policy, compliance or governance issues arising directly from this report.
Equalities impact
7.1 There are no equalities issues arising directly from this report.
Sustainability impact
8.1 There are no sustainability issues arising directly from this report.
Consultation and engagement
9.1 A number of lessons learned and possible actions have been identified above. These will be subject to consultation with the Head Teachers Executive and the Consultative Committee with Parents (at the next scheduled meeting on 19 May 2016) prior to decisions being taken regarding the implementation or otherwise of any changes for the 2016/17 School Placements process.
Background reading/external references
None
Alistair Gaw Acting Executive Director of Communities and Families
Hugh Dunn Acting Executive Director of Resources
Contact: Billy MacIntyre, Head of Operational Support E-mail: [email protected] | Tel: 0131 469 3366
Contact: Matthew Clarke, Senior Solicitor E-mail: [email protected] | Tel: 0131 529 4855
Education, Children and Families Committee – 24 May 2016 Page 13
Links
Coalition pledges Not applicable Council outcomes Not applicable Single Outcome Agreement Not applicable Appendices 1. Extracts from the ‘Strategic Management of School Places: P1 and S1 Intakes for August 2016’ report to the Education, Children and Families Committee on 1 March 2016 which was withdrawn 2. Letter of 29 February [2016] from Bòrd na Gàidhlig 3. Council response to matters raised in the letter of 29 February [2016] from Bòrd na Gàidhlig 4. Letter of 29 February 2016 from Anderson Strathern LLP, acting on behalf of Bòrd na Gàidhlig 5. Council response to matters raised in the letter of 29 February 2016 from Anderson Strathern LLP, acting on behalf of Bòrd na Gàidhlig
Education, Children and Families Committee – 24 May 2016 Page 14
Appendix 1 Extracts from the ‘Strategic Management of School Places: P1 and S1 Intakes for August 2016’ report to the Education, Children and Families Committee on 1 March 2016 which was withdrawn
Executive summary
In the secondary sector, the number of registrations for S1 in August 2016 is comparable with the equivalent time in August 2015. However, the S1 figures include a high number of catchment registrations, including those pupils transferring from Bun- sgoil Taobh na Pàirce, for James Gillespie’s High School where it is possible that some pupils may not be successful in gaining a place at the school.
Recommendations
1.1 Note the content of this report. 1.2 Note that Gaelic Medium pupils unsuccessful in gaining a place at James Gillespie’s High School will be offered a place at Tynecastle High School or may accept a place at their mainstream catchment school.
Main report
3.57 James Gillespie’s High School currently has 243 S1 catchment registrations and an S1 intake limit of 200 pupils. Between January 2015 and August 2015 the school experienced a 6% drop in its registration numbers and a similar scale of drop off is anticipated between January 2016 and August 2016. Accordingly, by August 2016 it is estimated that there will be demand for 229 catchment S1 places at the school. 3.58 A review of the accommodation and timetabling requirements of the school suggests that the standard intake limit of 200 S1 pupils may, for 2016/17, be increased to a maximum of 220 pupils. This means there is a possibility that an estimated nine catchment pupils may not be successful in gaining a place at James Gillespie’s High School in August 2016. 3.59 James Gillespie’s High School is the designated secondary school to which pupils transferring from the city’s Gaelic Medium Primary School, Bun-sgoil Taobh na Pàirce, currently feed. Pupils from Bun-sgoil Taobh na Pàirce account for 24 of the 243 S1 registrations for August 2016 with one of these pupils living outwith the city. 3.60 It is Council policy that, where there is a need to prioritise within catchment pupils, having provided places for those with siblings already in the school, pupils entitlement to a place will be assessed on the basis of distance from the school. Accordingly, should it be necessary to consider prioritisation of places
Education, Children and Families Committee – 24 May 2016 Page 15
within catchment pupils, as the Gaelic Medium Education (GME) catchment area covers the entire city and the Lothians it is anticipated that the pupils unsuccessful in gaining a place at James Gillespie’s High School are likely to be some of those transferring from Bun-sgoil Taobh na Pàirce. 3.61 GME pupils unsuccessful in gaining a place at James Gillespie’s High School would be offered a place at Tynecastle High School which also offers some Gaelic provision or may choose instead to attend their mainstream catchment school. 3.62 The number of S1 pupils residing in the James Gillespie’s High School catchment area and attending that school has not exceeded 163 pupils in the last five years and, while an increase was anticipated for the 2016/17 session, the number of registrations suggests that the scale of the increase will exceed expectations. Projections would suggest that this is a spike. However, there are several factors which mean high intakes should be anticipated in the years that follow: (i) there has been an increase in the percentage of pupils transferring from P7 to S1 within the James Gillespie’s High School catchment area. For example, in 2010 there were 178 P7 pupils registered at a Council run non-denominational primary school residing in the James Gillespie’s High School catchment area. In 2011 there were 153 non-denominational S1 pupils residing in the same area. This represented a drop of 14% in the population between P7 and S1 and is principally attributed to loss to the private sector. By 2012 this drop off had reduced to 9.9% and last year this reduced further – to 7.6%. (ii) the percentage of the available S1 population within the James Gillespie’s High School catchment choosing to attend James Gillespie’s High School has increased. This is as a result of a drop in the number of pupils requesting and gaining a place at another non-denominational secondary school and a fall in the percentage of pupils from the James Gillespie’s High School catchment area choosing to attend St Thomas of Aquin’s RC High School. Between 2010 and 2015 the percentage of the S1 catchment population attending another non-denominational school fell from 12.6% to 4.2% while the percentage attending St Thomas of Aquin’s RC High School fell from 15.9% to 10.0%. 3.63 The changes in attendance patterns identified above are the same as were identified in the Strategic Management of School Places report in 2015 as factors contributing to pressure on the S1 intake at Boroughmuir High School at the equivalent time last year. Accordingly, while catchment populations at both schools are forecast to rise, changing patterns of attendance represent an equal challenge and, in part at least, may be explained by the draw of new, state of the art school buildings which both schools will shortly occupy.
Education, Children and Families Committee – 24 May 2016 Page 16
3.64 In the short term, further work will be undertaken with school management at James Gillespie’s High School to establish the extent to which an intake level of 220 pupils may be sustained. However, it should be noted that even with this level of intake, the challenge posed by rising rolls and the changing patterns of attendance outlined above is significant and does not take account of the annually increasing demand for Gaelic Medium Education places. Accordingly, further work will be undertaken as part of the review of secondary school capacities to identify means of addressing rising rolls in the secondary sector. Actions:
Increase the S1 intake limit to 220 pupils and review the sustainability of this level for future intakes; Offer those Gaelic Medium pupils unsuccessful in gaining a place at James Gillespie’s High School a place at Tynecastle High School. Gaelic Medium Education 3.66 In the primary sector Gaelic Medium Education (GME) is provided at the dedicated GME Primary School, Bun-sgoil Taobh na Pàirce. The catchment area for this school is Edinburgh and the Lothians; this being a legacy from Lothian Regional Council. Pupils from Bun-sgoil Taobh na Pàirce then have the option to transfer into James Gillespie’s High School. 3.67 Demand for places at Bun-sgoil Taobh na Pàirce continues to be very healthy with there currently being 64 registered pupils for the P1 intake in August 2016 including four from outwith Edinburgh. However there are three placing requests out and a number of deferrals are anticipated therefore an intake limit of 60 has been set. 3.68 The table below shows an analysis of the pupil roll at Bun-sgoil Taobh na Pàirce as at the September 2015 census. This shows, by year group, the total pupils by locality and shows a growing trend emerging of a significant proportion of the pupils attending the school coming from the north of the city, particularly the North East which is the locality in which the primary school is located. Within the P1 intake in August 2015, 63.1% of the pupils were from the North East locality with 82.5% being from the north of the city. Of the 60 Edinburgh pupils registered for P1 in August 2016, 38.3% are from the North East locality with 73.3% being from the north of the city.
Locality P1 P2 P3 P4 P5 P6 P7 Total % Total
North East 36 20 16 8 4 3 5 92 35.1%
North West 11 16 16 10 5 8 10 76 29.0%
South East 7 13 10 9 9 9 5 62 23.7%
South West 2 5 8 5 4 5 3 32 12.2%
Education, Children and Families Committee – 24 May 2016 Page 17
Locality P1 P2 P3 P4 P5 P6 P7 Total % Total
Sub-Total CEC 56 54 50 32 22 25 23 262 100.0%
Out of Council 1 9 6 1 3 4 1 25
Total 57 63 56 33 25 29 24 287
3.69 Under section 5 (1) of the recently introduced Education (Scotland) Act 2016, a person who is the parent of a child who is under school age and has not commenced attendance at a primary school may request the education authority in whose area the child is resident to assess the need for Gaelic medium primary education. The City of Edinburgh Council has already made a very significant commitment to the development and delivery of Gaelic medium primary education through the establishment of Bun-sgoil Taobh na Pàirce which is a double-stream school with an annual intake limit of 60 which could be increased by exception to 66 should circumstances require it. There is currently no evidence to suggest that the demand for GME at a primary level would require any expansion of the existing capacity at primary level however this will be kept under review. 3.70 At secondary school level, as is explained earlier in this report, there is pressure on the capacity available at James Gillespie’s High School to meet both local catchment demand and GME pupils transferring from Bun-sgoil Taobh na Pàirce. For 2016/17 this may result in some pupils not being able to be accommodated at James Gillespie’s High School and, in such circumstances, should it be necessary to consider prioritisation of places within catchment pupils it is anticipated that those pupils who would be unsuccessful in gaining a place at James Gillespie’s High School are likely to be some of those transferring from Bun-sgoil Taobh na Pàirce. 3.71 For 2016/17 the impact has been, to an extent, mitigated by increasing the S1 intake limit from 200 to 220 pupils however, the sustainability of this level for future S1 intakes requires to be reviewed. In future years it is likely that, as both the numbers of local catchment pupils and those transferring from Bun- sgoil Taobh na Pàirce increase, a number of pupils will be unsuccessful in gaining a place at James Gillespie’s High School and, due to prioritisation based on distance from the school, are likely to be some of those transferring from Bun-sgoil Taobh na Pàirce. 3.72 Any proposals to change the existing arrangements for Gaelic Medium Education at secondary level may, depending on what is proposed, require a statutory consultation to be undertaken in accordance with the Schools (Consultation) (Scotland) Act 2010 as amended by the Children and Young People (Scotland) Act 2014. 3.73 The potential issue of capacity at James Gillespie’s High School was identified several years ago and, at its meeting of 16 December 2010, Council approved
Education, Children and Families Committee – 24 May 2016 Page 18
that a statutory consultation should be carried out proposing the relocation of GME provision for future S1 intakes from James Gillespie's High School to Tynecastle High School. 3.74 A short life cross-party working group with representatives from relevant stakeholders was established to consider the various key factors which would have arisen regarding the re-location of Secondary Level GME provision from James Gillespie's High School to Tynecastle High School. This included consideration of the content and timing of the necessary statutory consultation process including transition arrangements and costs. The short life working group met three times between February and April 2011 however the statutory consultation was ultimately never progressed. 3.75 There remains a necessity to assess future delivery models for Gaelic Medium Education at a secondary level to address the issue of capacity at James Gillespie’s High School however, it would be premature to progress a statutory consultation at this point for the following principal reasons: The families which are accessing Bun-sgoil Taobh na Pàirce appear to be increasingly those who are local to the school or are elsewhere in the north of the city. This suggests that a location for secondary GME provision in the north of the city would perhaps be more logical and would significantly reduce transport costs. Whilst the capacity of Bun-sgoil Taobh na Pàirce does not appear to currently be a limitation on the accessibility to primary level GME in the city; with the increasing emphasis on the adoption of the language the level of demand may change over time which will have a consequential impact on the capacity which may be required at a secondary level. The level of current Gaelic provision at James Gillespie’s High School is not significant and could be relatively easily replicated, at least in part. There continue to be significant issues nationally with the recruitment of Gaelic speaking staff which limit what could actually be delivered at a secondary level, regardless of where it was provided. In considering what physical accommodation would be required at any secondary school to meet GME provision it will be essential to understand what the demand for Gaelic specific curricular and educational development opportunities will be. The issue regarding recruitment of appropriate staff makes it very difficult to determine what might be feasible. The rising school rolls which have been experienced in the primary sector will very shortly work through to the secondary sector. The impact of this, and the significant new housing development reflected in the second proposed Local Development Plan, will mean that many secondary schools will experience significant pressure on their accommodation. Careful consideration will be required regarding what secondary schools might be
Education, Children and Families Committee – 24 May 2016 Page 19
able to either accommodate GME provision within their existing capacity or would be capable of expansion to do so which would almost inevitably require significant cost. 3.76 In light of the above, it is not possible to carry out a meaningful statutory consultation at this time however the position will be kept under regular review. At the time when a fully informed position on actual GME demand can be established; the availability of appropriately qualified teachers can be determined and the most appropriate location(s) for any provision can be assessed, a proposal for a statutory consultation will be recommended to Committee for consideration. 3.77 However, in the interim, it is important to ensure that the Council continues its already significant commitment to support the development of the Gaelic language at (both primary) and secondary level. Any GME pupils who are unsuccessful in gaining a place at James Gillespie’s High School would be offered a place at Tynecastle High School which already offers some Gaelic provision or may choose instead to attend their mainstream catchment school. 3.78 At present, the level of Gaelic Medium Education provision at James Gillespie’s High School is as follows: There are currently 81 young people in the GME programme which is delivered through to the end of the broad general education. There is an option to continue into the senior phase (S4–S6) and onto certificate level (National 5, Higher and Advanced Higher). There is good uptake of GME in the senior phase (Nat 5/Higher/Advanced Higher); the vast majority of students go on to complete Higher Gàidhlig, and many also continue to do Advanced Higher Gàidhlig. Attainment is strong and above the national average. Subjects being taught through the medium of Gaelic are PE, Art, Modern Studies and RME however, no subjects are currently taught through the medium of Gaelic at SQA qualification level. National 5 Modern Studies (N5 Nuadh-Eolas) through the medium of Gaelic is being offered as a choice for session 2016/17 and this class is expected to run. Gaelic has been embedded into the school’s life and ethos with a visible profile in multi cultural events. Students participate in various creative writing and cultural competitions at national level including Scottish Book Trust Young Writers’ Award, the ‘National Gàidhlig Debate and the National Mod. Partnerships include Comunn na Gàidhlig (CNAG), Historic Scotland and Glasgow Gaelic School. 3.79 There is currently no provision of GME in the Tynecastle High School cluster however, two of the cluster primary schools currently deliver Gaelic Learner
Education, Children and Families Committee – 24 May 2016 Page 20
Education (GLE); at Stenhouse Primary School from nursery onwards and in P5 to P7 in Balgreen Primary School. At Tynecastle High School itself, the current provision is as follows: Since August 2015, GLE is delivered in S1 and S2 for all learners. GLE provision at the school has doubled in 2015/16 with provision now continuing into S2. It is planned for this model to progress into S3. Half of the year group continues with a progressive programme of GLE from primary and the other half who have previously studied Mandarin follow a beginners GLE programme. Staffing is already shared across Tynecastle High School and James Gillespie’s High School. This is a consideration for Tynecastle High School in moving forward and planning for the development of S3 courses. There are a range of GLE projects include partnership projects with Historic Scotland in both Stenhouse Primary and Tynecastle High School. Gaelic has been embedded very successfully into the life and ethos of many of the schools delivering both GME and GLE provision. Stenhouse Primary school has visible Gaelic signage throughout the school and a Gaelic choir. 3.80 In addition to the Gaelic provision which already exists at Tynecastle High School, consideration will be given to ways in which this can be further expanded, perhaps using consortium or peripatetic arrangements for the delivery of certain subjects. In this way, the Gaelic experience will be enhanced for those progressing to the school from Bun-sgoil Taobh na Pàirce and an opportunity would be created to more fully establish Tynecastle High School as an additional secondary school in the city offering an improved Gaelic experience which would be available to pupils within the school catchment and those who may wish to seek a placing request into the school.
Equalities impact
7.2 The Council will endeavour to make available places for all registered S1 pupils at James Gillespie’s High School. However, where it is not possible to provide places for S1 pupils at James Gillespie’s High School seeking Gaelic Medium Education, a place will be offered at Tynecastle High School which also offers Gaelic classes.
Education, Children and Families Committee – 24 May 2016 Page 21
Appendix 2 Letter of 29 February [2016] from Bòrd na Gàidhlig
Education, Children and Families Committee – 24 May 2016 Page 22
29 February
Andrew Kerr Chief Executive Edinburgh City Council City Chambers High Street Edinburgh EH1 1YJ
Andrew a charaid,
You will no doubt be aware of the serious concerns surrounding the paper before the Education, Children & Families Committee on Tuesday 1 March. This we find very disappointing because we have been heartened by the support of the Council to date for Gaelic-medium education (GME) and how successful Bun-sgoil Taobh na Pàirce was turning out to be. You can imagine my surprise and real disappointment to hear of the plans regarding the P7 transfer to James Gillespie’s High School (JGHS). I would like you and your colleagues to consider the views expressed below as a matter of some urgency. You will perhaps know that I am a former Director of Education of some 12 years standing and someone who is well versed in the situations which the Council will consider on Tuesday.
I have very serious concerns over this matter on a number of fronts:
1 From an educational point of view, it is simply bad and unacceptable practice to consider denying some of the Primary 7 pupils a place in JGHS and suggest that they could go to a school that offers no GME provision. These children have commenced their induction and transfer process to be told that they now may not attend their designated school for Secondary GME. If this comes to pass, the children involved will have wasted seven years in GME. This is quite unprecedented in my 40 years in education, 23 of these spent in educational administration. I think these children will be significantly disadvantaged educationally if the Council approves the paper on Tuesday.
2 All Councils have standards and processes that they are expected to follow when making the sorts of decisions that Members are being asked to take on Tuesday. To take this proposal to Tuesday's Committee without any consultation with parents is unacceptable by any standards and I would have expected better from the officials of the Council. I am sure that Audit Scotland would be of this view as would other local authority regulators. In summary due process has not been followed and the Council officials are demonstrating a lack of accountability to the parents and pupils involved.
3 If the Committee accept the proposals before them on Tuesday, then the children who are denied a place will be the subject of significant equalities discrimination. To allow them to have their education to date delivered through the medium of Gaelic, build a culture and ethos of learning and social activity that is unique to GME, develop personal and peer group links in their school, and, some 12 weeks before they're due to transfer to their zoned school, be told they're not going to JGHS with their peers, is morally wrong and in my view, discriminatory on equalities grounds.
4 The report to the Committee does mention educational legislation, quite correctly. The 2010 School Consultation Act is clear on the requirements of Education Authorities in situations such as this. If Tynecastle High School is to become a designated school for Gaelic Medium Education, then a formal consultation under the terms of the Act is required. That has not taken place and therefore the proposals in the paper contravene the Legislation and should be dropped. I would also question the use of distance from school which founds on the 1980 Act in placing request terms. The whole of the City is the catchment area for JGHS for GME purposes and therefore distance from the school is an invalid criterion to use.
I hope that in reading this, the authors of the report and the Director will think carefully about the status of the paper before Elected Members. I think there is enormous risk to the Council if the proposals are adopted. I am genuinely trying to use my good offices in this email to you. The Council in recent years has been enormously supportive of Gaelic and in particular GME but these proposals, if accepted, will be be detrimental in a number of ways, but most importantly for the children involved.
I should also advise you that the Bòrd is taking legal advice on the proposals which we feel are fundamentally flawed for the reasons outlined above.
I am, as always, more than happy to discuss further but I would also ask that this email is forwarded to the Acting Director, the Chief Executive, Group Leaders and members of the Committee.
Leis gach deagh dhùrachd,
BRUCE ROBERTSON OBE Interim CEO, Bòrd na Gàidhlig Appendix 3 Council response to matters raised in the letter of 29 February [2016] from Bòrd na Gàidhlig
1 Point 1 1.1 Bòrd na Gàidhlig stated “From an educational point of view, it is simply bad and unacceptable practice to consider denying some of the Primary 7 pupils a place in JGHS and suggest that they could go to a school that offers no GME provision. These children have commenced their induction and transfer process to be told that they now may not attend their designated school for Secondary GME. If this comes to pass, the children involved will have wasted seven years in GME. This is quite unprecedented in my 40 years in education, 23 of these spent in educational administration. I think these children will be significantly disadvantaged educationally if the Council approves the paper on Tuesday.” 1.2 The circumstances which arose at JGHS were as a result of an entirely unprecedented and unexpected high level of S1 intake requests into the school for August 2016 from both local catchment pupils and those wishing to transfer from Bun-sgoil Taobh na Pàirce (TnP). The consequence was that there were anticipated to be more pupils than the school could accommodate. 1.3 The capacity of any school is not unlimited therefore the Council was faced with a very real and significant issue regarding (what was understood at that time to have been) a lack of available capacity at JGHS. It is that lack of capacity which could have meant that some P7 pupils could potentially not have been accommodated at JGHS if the available capacity would have been exceeded. 1.4 The standard annual S1 intake limit for JGHS is 200 and the discussions which had taken place in advance of the publication of the report between the management of JGHS and the school estate planning team had collectively concluded that a maximum intake limit of 220 was possible. This resulted in the very difficult decision having been taken to cap the S1 intake limit at 220, in itself a 10% increase, as a consequence of which there was then a possibility that some children might not be accepted into JGHS at S1 in August 2016. The potential consequences of this could have affected some of those pupils wishing to transfer from TnP. 1.5 The Council recognised the demand that exists and has a strong commitment to developing Gaelic Medium Education (GME) across the city as evidenced by the success of its Gaelic immersion primary school. The purpose of identifying an entirely discretionary alternative option at Tynecastle High School (THS) was to actively seek a solution which would have allowed pupils from TnP who might not have had the opportunity to attend JGHS to continue with their Gaelic studies.
Education, Children and Families Committee – 24 May 2016 Page 23
1.6 The alternative option for GME pupils to attend a different secondary school if they wished was identified specifically due to the fact that it was acknowledged that the circumstances relating to any GME pupils who might be affected by the intake cap required an approach to be taken that recognised their particular educational needs. 1.7 Simply referring those pupils back to their mainstream catchment schools would neither acknowledge nor meet these needs. Consideration of an option at Tynecastle High School (THS) was a means to provide pupils with a possibility to still pursue Gaelic learning at secondary level, albeit at a different school. Tynecastle had been the focus of discussion for GME in 2010/11 and, indeed, the Council had previously approved that a statutory consultation be progressed regarding the transfer of secondary GME from JGHS to THS albeit this was ultimately never progressed. Due to the level of existing Gaelic provision it was considered to be the most logical alternative. 1.8 The statement that the proposed model would have “wasted seven years in GME” fails to recognise the Council’s continuing commitment to developing and enhancing GME provision. As was explained in the report (extracts from which are provided in Appendix 1), the level of Gaelic provision at JGHS, GME or otherwise, is relatively minor and many of these elements could, it was considered, have been successfully replicated at THS, building on the Gaelic provision which already exists at the school. 2 Point 2 2.1 Bòrd na Gàidhlig stated “All Councils have standards and processes that they are expected to follow when making the sorts of decisions that Members are being asked to take on Tuesday. To take this proposal to Tuesday's Committee without any consultation with parents is unacceptable by any standards and I would have expected better from the officials of the Council. I am sure that Audit Scotland would be of this view as would other local authority regulators. In summary due process has not been followed and the Council officials are demonstrating a lack of accountability to the parents and pupils involved.” 2.2 Regarding the criticism of a lack of consultation with parents and a suggested lack of adherence to Council standards and processes, as has been exemplified earlier in this report the approach which was taken was entirely in accordance with all Council requirements and due process was followed. 2.3 There was no proposal to Committee. As is clearly evidenced in the various recommendations in the report, members of the Committee were being asked to note the position, this being the latest such annual report to Committee which explains the expected position regarding forthcoming P1 and S1 intakes and any issues arising. Members of the Committee were not being asked to take decisions regarding any proposals and none were presented to them.
Education, Children and Families Committee – 24 May 2016 Page 24
2.4 The issue at JGHS was one of a lack of sufficient capacity at the school and it is unclear what consultation Bòrd na Gàidhlig considers could have been taken regarding this matter in any event. Having identified it as a potential issue once the anticipated intake position was determined in January, it was considered to be appropriate to advise both parents and elected members at the earliest opportunity. 3 Point 3 3.1 Bòrd na Gàidhlig stated “If the Committee accept the proposals before them on Tuesday, then the children who are denied a place will be the subject of significant equalities discrimination. To allow them to have their education to date delivered through the medium of Gaelic, build a culture and ethos of learning and social activity that is unique to GME, develop personal and peer group links in their school, and, some 12 weeks before they're due to transfer to their zoned school, be told they're not going to JGHS with their peers, is morally wrong and in my view, discriminatory on equalities grounds.” 3.2 Members of the Committee were not being asked to accept any proposals and none were presented to them. 3.3 The suggestion that any children (from TnP) who would have been denied a place would have been the subject of significant equalities discrimination is not correct; discrimination would require for them to be treated less favourably than others, this was not the case here. 3.4 In the circumstances of having insufficient capacity to meet catchment demand, prioritisation for places would have been based first on siblings and then on distance. This would have been a fair, consistent and equitable approach to considering the circumstances of all pupils who were entitled to attend JGHS. The provision of an alternative option at THS was a way in which the Council believed the impact on any children from TnP who might have been affected could have been mitigated. 4 Point 4 4.1 Bòrd na Gàidhlig stated “The report to the Committee does mention educational legislation, quite correctly. The 2010 School Consultation Act is clear on the requirements of Education Authorities in situations such as this. If Tynecastle High School is to become a designated school for Gaelic Medium Education, then a formal consultation under the terms of the Act is required. That has not taken place and therefore the proposals in the paper contravene the Legislation and should be dropped. I would also question the use of distance from school which founds on the 1980 Act in placing request terms. The whole of the City is the catchment area for JGHS for GME purposes and therefore distance from the school is an invalid criterion to use.” 4.2 Bòrd na Gàidhlig suggested that if Tynecastle High School (THS) was to become a designated school for Gaelic Medium Education then a formal
Education, Children and Families Committee – 24 May 2016 Page 25
consultation under the act would be required. However the report did not include any such proposal for THS to become a designated school for Gaelic Medium Education and no formal consultation under the Schools (Consultation) (Scotland) Act 2010 as amended by the Children and Young People (Scotland) Act 2014 was required. 4.3 What the report stated was “In addition to the Gaelic provision which already exists at Tynecastle High School, consideration will be given to ways in which this can be further expanded, perhaps using consortium or peripatetic arrangements for the delivery of certain subjects. In this way, the Gaelic experience will be enhanced for those progressing to the school from Bun-sgoil Taobh na Pàirce and an opportunity would be created to more fully establish Tynecastle High School as an additional secondary school in the city offering an improved Gaelic experience which would be available to pupils within the school catchment and those who may wish to seek a placing request into the school.” 4.4 The purpose of identifying an entirely discretionary alternative option at THS was to actively seek a solution which would have allowed pupils from TnP who might not have had the opportunity to attend JGHS to continue with their Gaelic studies. 4.5 The only relevant proposals under Schedule 1 of the Schools (Consultation) (Scotland) Act 2010 as amended by the Children and Young People (Scotland) Act 2014 which specifically reference Gaelic Medium Education are those within part 1 which relate to closure. 4.6 The subsequent letter from Anderson Strathearn did not include any reference to a suggestion of THS becoming a designated school for Gaelic Medium Education but identified several other aspects of the approach which it was suggested were relevant proposals i.e. that part of JGHS was being relocated to THS; that there was a variation to an existing admission arrangement and finally that there was a variation of the arrangements for the transfer of some pupils from a primary school to a secondary school. These points are addressed in Appendix 5. There was no contravention of the Schools (Consultation) (Scotland) Act 2010 as amended by the Children and Young People (Scotland) Act 2014. 4.7 Bòrd na Gàidhlig questioned the use of distance from school for prioritisation, referenced the 1980 Act and stated that the whole of the City is the catchment area for JGHS for GME purposes and therefore distance from the school is an invalid criterion to use. 4.8 The relevance of, and reference to, the Education (Scotland) Act 1980 is unclear as this legislation contains no provisions which suggest that distance would not be an appropriate criterion to use and, indeed, it is one which the Council uses consistently in its placing arrangements. It is difficult to comment
Education, Children and Families Committee – 24 May 2016 Page 26
further on this point as the letter from Bòrd na Gàidhlig does not explain why it was considered to be invalid or what it would have suggested a more appropriate criterion would have been. 4.9 Bòrd na Gàidhlig is incorrect in suggesting that the whole of the City is the catchment area for JGHS for GME purposes. There is no catchment area for secondary GME in Edinburgh. JGHS is the secondary school which pupils transferring from TnP can attend if there is capacity and should they wish to continue with GME; it is not possible for a pupil to enter S1 in JGHS (or at any year stage) for GME without them having already attended TnP. The catchment area for those pupils who wish to attend TnP is currently Edinburgh and the Lothians.
Education, Children and Families Committee – 24 May 2016 Page 27
Appendix 4 Letter of 29 February 2016 from Anderson Strathern LLP, acting on behalf of Bòrd na Gàidhlig
Education, Children and Families Committee – 24 May 2016 Page 28
Appendix 5 Council response to matters raised in the letter of 29 February 2016 from Anderson Strathern LLP, acting on behalf of Bòrd na Gàidhlig
1 Suggestion of Unlawful Decisions 1.1 The letter from Anderson Strathern LLP focused on two decisions or actions which they asserted that the Council had either taken, or were intending to take, which they suggested were as follows: (1) To increase the S1 intake limit to only 220 pupils and review the sustainability of this level for future intakes; and (2) To offer those Gaelic Medium pupils unsuccessful in gaining a place at JGHS a place at Tynecastle High School. 1.2 The letter asserted that these decisions had been taken on an unlawful basis. 1.3 Whilst the respective arguments regarding these matters could obviously only have been fully considered in the event that they were debated in Court, the Council’s position regarding them both differs from that expressed by Anderson Strathern on behalf of Bòrd na Gàidhlig. 2 Limitation on Available Capacity at JGHS 2.1 Whilst Anderson Strathern stated that the decision to increase the S1 intake limit to (to use their words “only”) 220 pupils and review the sustainability of this level for future intakes was unlawful, they did not explain the basis for that assertion therefore it is not possible to specifically comment on this. 2.2 Their use of the term “to only 220 pupils” implied that they believed there was a higher inherent capacity available within James Gillespie’s High School (JGHS) than the 220 which had been identified (which in itself, represented a 10% increase in the standard S1 intake) however they did not specify why they considered this to be the case. 3 Relevant Proposals for Statutory Consultation 3.1 Anderson Strathearn then identified several aspects of the approach which they suggested were ‘relevant proposals’ under the Schools (Consultation) (Scotland) Act 2010 as amended by the Children and Young People (Scotland) Act 2014 i.e. that part of JGHS was being relocated to Tynecastle High School (THS); that there was a variation to an existing admission arrangement and finally that there was a variation of the arrangements for the transfer of some pupils from a primary school to a secondary school. Their suggestion that these were changes which necessitated statutory consultation and which, in turn, should have involved Bòrd na Gàidhlig as a statutory consultee is incorrect.
Education, Children and Families Committee – 24 May 2016 Page 29
3.2 There are, indeed, certain changes in circumstances regarding the arrangements for a school which would require to be subject to statutory consultation; these are defined in the Schools (Consultation) (Scotland) Act 2010 as amended by the Children and Young People (Scotland) Act 2014 http://www.legislation.gov.uk/asp/2010/2/contents. This legislation applies where there are any ‘relevant proposals’ which are defined in Schedule 1 of the Act. To the extent that any such proposal for a statutory consultation did involve GME, Bòrd na Gàidhlig would be one of the designated statutory consultees. 3.3 The specific area within the legislation which applies regarding Gaelic Medium Education (GME) is any proposal to permanently discontinue the provision of any stage of GME in a school which was not the case here. Other areas - such as establishing a new school or a new stage of education; relocating (in whole or in part) a school; varying admission arrangements (including changing the catchment area) or the arrangements for transferring from primary to secondary - similarly did not apply as no changes of that nature were actually proposed. 3.4 The Council was not proposing to transfer part of the provision of GME from JGHS to THS. The offer which would have been made to those GME pupils who might have been unsuccessful in gaining a place at JGHS of a place at THS was entirely discretionary and did not purport to represent GME. The option at THS should not be (or have been) construed, and was never intended, as having been a formal alternative approach to the delivery of GME at secondary level but rather an alternative option which might have been of more interest to any GME affected pupils who could not be accepted into JGHS than the alternative which would have been for them to attend either their denominational or non-denominational catchment secondary school. 3.5 There would have been no changes to the catchment, admission or primary to secondary transfer arrangements nor were any such changes either suggested or proposed in the report. 3.6 The report identified an issue with the capacity of JGHS to accommodate the anticipated S1 intake for August 2016 for eligible pupils and that a maximum intake of 220 was possible (in other words the intake would require to be capped at that level). The arrangement that TnP pupils were able to transfer to JGHS was self evidently predicated on there being capacity at JGHS. If JGHS lacked capacity then places would have to be allocated within existing arrangements. There was therefore no proposal to vary existing transfer or admission arrangements. 3.7 The policy, procedure and arrangements for admission would have remained unchanged. What would have happened was that, if the final number of eligible pupils who wished to enter S1 at JGHS had exceeded 220, it would not have been possible to accommodate all of these eligible pupils within the capacity of the school. The issue related to the level of demand for S1 places following the
Education, Children and Families Committee – 24 May 2016 Page 30
current arrangements and the capacity of JGHS to deal with it, not the arrangements themselves regarding which there were no changes. 3.8 This is not a unique situation and is one which the Council faces regularly when there is insufficient capacity in many of the denominational schools to accommodate demand from non-denominational catchment pupils. In such circumstances, when intake limits are capped, no statutory consultation is undertaken as there is no necessity to do so. 3.9 There would have been no contravention of the Schools (Consultation) (Scotland) Act 2010 as amended by the Children and Young People (Scotland) Act 2014. It would be inconceivable that a local authority did not have the ability, without the requirement to follow a lengthy statutory consultation process, to exercise any controls to limit the intake into one of its schools in exceptional circumstances where there was insufficient capacity in the school to accommodate all pupils who wished to attend. 4 Other Matters 4.1 Regarding the other matters raised in the letter, it is worth noting that the Council was not withdrawing or rescinding an offer of a school place as no unconditional offer had ever been provided for those wanting to attend either JGHS or, indeed, any other school in the city. 4.2 At the time of publishing the ‘SMSP 2016’ report, no places within any school across the city had been confirmed. The letter which was sent in November 2015 to the parents/carers of all P7 pupils clearly stated 'your child has been provisionally reserved a place' and 'schools will normally contact parents after the Easter break in April 2016 to confirm places for catchment’. At time of publishing the ‘SMSP 2016’ report the indication of a place was therefore still entirely provisional.
Education, Children and Families Committee – 24 May 2016 Page 31
Education, Children and Families
10am, Tuesday, 24 May 2016
1 in 5: Raising Awareness of Child Poverty in Edinburgh
Item number Report number Executive/routine Wards
Executive Summary
Over 20% of children in Edinburgh live in poverty and every ward in the city registers a child poverty rate of at least 10% after housing costs. The 1 in 5: Raising Awareness of Child Poverty in Edinburgh project was set up in response to this in order to improve the understanding of the causes and impact of child poverty, and to begin to look at what changes schools could make to better support children from low-income families, especially in terms of reducing school-related costs. This report describes the work of the project, and appendix 1 (the report from the project) proposes a number of recommendations for change.
Links
Coalition Pledges P1, P5, P7 Council Priorities CO1, CO2, CO3, CO4, CO5, CO6 Single Outcome Agreement SO3
Report
1 in 5: Raising Awareness of Child Poverty in Edinburgh
1. Recommendations
1.1 Endorse and support the recommendations in the report at Appendix 1, to be taken forward by the Children’s Partnership; 1.2 Approve the wider 'roll out' of the 1 in 5 project. 2. Background
2.1 Just over 20% of children in Edinburgh live in poverty, equating to about 20,000 children. This figure is projected to rise significantly by 2020 (Institute for Fiscal Studies, 2015). Whilst there are well-documented concentrated areas of poverty in Edinburgh, it should be noted that every Ward registers a child poverty rate, after housing costs, of over 10%. This is therefore an issue that affects every school in the city.
Business Intelligence modelled estimatesCHILD POVERTY IN EDINBURGH BY WARD AND LOCALITY, 2013/14
North West North East South East South West
35% 30% 27% 27% 25% 25% 26% 26% 22% 20% 19% 17% 18% 17% 15% 13% 14% 11% 11% 11% 12% Forth Leith Almond Inverleith Leith Walk South East South North East City Centre South West North West % of% children who live in low income households Murrayfield Duddingston Pentland Hills Craigentinny / Corstorphine / / Corstorphine Craiglockhart Sighthill / Gorgie Fountainbridge / / Fountainbridge Drum Brae / Gyle Brae Drum Liberton / Gilmerton Southside / Newington Portobello / Craigmillar Colinton / Fairmilehead Meadows / / Morningside Meadows
2.2 However, longitudinal studies across seven years of data show that approximately 55% of all children will experience at least one year of poverty. This means that although just over 20% of children currently experience persistent poverty, an additional 30% or more experience transient or recurrent poverty, as the graph below illustrates.
Education, Children and Families Committee – 24 May 2016 Page 2
Figure 1 Longitudinal poverty status across seven years of data
Longitudinal poverty status
Persistent poverty
Recurrent poverty
Transient poverty Poverty status Poverty
Non-poor
0.0 10.0 20.0 30.0 40.0 50.0 Percentage of children
Source: Growing Up in Scotland sweeps 1 – 7 Weighted by longitudinal weight from sweep 7
2.3 Children are currently defined as living in poverty if their equivalised household income is 60% or less of the national median income. This is an international measure which allows comparisons between countries. Presently, two thirds of all children in poverty live in households in which at least one adult works. 2.4 Despite popular perceptions, and stereotypes perpetuated by the media and some politicians, there is no evidence to suggest that poverty is caused by personal factors like addiction or being 'workshy'. All the evidence supports poverty being the result of structural issues such as unemployment and underemployment, inadequate levels of benefits (especially in the current context of Welfare Reform), low pay, and insecure terms and conditions of employment such as zero hours contracts. These factors are compounded by the very high cost of housing and childcare. Neither is there any evidence to suggest that poor families are not aspirational for their children. The difficulties poor families face are often rooted in lower levels of economic, social and cultural capital which make it much harder to realise aspirations. It is also important not to equate being poor with being a poor parent; there is no correlation between the two. Likewise, people living in poverty are not poor at budget management. The issue is lack of money, not the ability to manage it. 2.5 14% of children in Scotland experience combined low income (after housing costs) and material deprivation, a trend which continues to increase (Scottish Government, 2015). This means that these families often struggle to meet the most basic material needs of their children.
Education, Children and Families Committee – 24 May 2016 Page 3
2.6 As a consequence of current child poverty rates and trends, one of the many areas that affected families struggle to afford is the range of costs associated with school. This is a main focus of the 1 in 5 Project.
3. Main report
3.1 The 1 in 5: Raising Awareness of Child Poverty in Edinburgh project was set up in August 2015. It had three main aims: 1) Raise awareness of the impact of poverty, and the stigmatisation on children living in poverty; 2) Identify and understand the range of costs involved in the school day from different perspectives (school staff, parents, children/young people); 3) Make recommendations and propose actions that schools can take forward. 3.2 Six pilot schools were selected to take part: five primary schools (Royal High, Dalry, Gracemount, Hillwood and Sciennes) and Broughton High School. The schools were chosen to represent a wide social mix. In the case of the primary schools, they all have at least 50 pupils eligible for free school meals. Broughton High School has one of the highest numbers of pupils eligible for free school meals (175). The primary schools in the Craigroyston cluster were also consulted. 3.3 The project had several different strands. The first of these was an awareness- raising session delivered to all staff in each pilot school. This session aimed to enhance staff understanding of the causes and impact of child poverty, and to initiate discussion about what changes could be introduced, and actions taken, in schools to better support children living in poverty. Following this session, interested staff were asked to meet again as a focus group to look in more depth at the actions and changes to be considered. The same session was run with interested parents and, in a different format, with groups of school pupils. The awareness-raising session was universally well-received by all who took part. 3.4 In order to successfully involve the children in this work, it was important to come at it from an angle that engaged their interest and stimulated their learning. We chose to do this by running two competitions in the primary schools. The first was, following the awareness-raising sessions and a short talk at school assemblies, to ask them to design a poster about how children in poverty might feel. An artist was employed to work with the groups of children to help them develop their ideas. Each school submitted its entries and an overall winner and runner-up were chosen. These were then made into professional-quality posters for distribution to every school in the city. 3.5 The second activity in the primary schools was a Making a Difference Award. Groups of children in each project school were asked to come up with ideas that they thought would help children affected by poverty in their school. A winner was
Education, Children and Families Committee – 24 May 2016 Page 4
chosen from each school and they received a sum of money to put their idea into action. 3.6 The pupils in the high school were asked to make a short video about child poverty. A professional video company was hired to work with the young people, and the intention is to include this video in a pack of training materials about child poverty which will be sent to all schools in Edinburgh. 3.7 The final activity the project schools undertook was called 'Hungry for Books'. Pupils from each school asked for donations of books that could be distributed via local networks to children in low-income families. This proved hugely successful. 3.8 The findings of the project were launched at a conference at the Faith Mission on 22 March 2016. Attended by about 150 people (including many head teachers), the conference celebrated the work of the 1 in 5 project. Speakers at the conference were Councillor Cathy Fullerton (Vice Convener of Education, Children and Families); Naomi Eisenstadt (the Scottish Government's Independent Advisor on Poverty and Inequality); Euan Page (Equalities and Human Rights Commission); Chris Kilkenny (a child poverty campaigner and young person with first-hand experience of extreme poverty); and Dr. Morag Treanor (Lecturer in Quantitative Social Policy at Edinburgh University and advisor to the Child Poverty Action Group). The children who had won the various awards mentioned above also discussed their ideas, and head teachers from the participating schools talked about the impact the work had had in their schools. The young people from Broughton High School showed the video they had made. A 'Top Tips' leaflet (appendix 2) of ideas all schools can introduce was included in the delegates pack. This has also been sent to every teacher in Edinburgh. Finally, some of the recommendations in the project report (appendix 1) were presented. 3.9 Appendix 1 makes 30 recommendations which have resulted from this work and its engagement with schools, parents and pupils. These recommendations are grouped under eight headings: raising awareness; school uniforms; food and drink; curriculum materials and homework; trips and after school activities; events and fundraising; inclusion funds; and, benefit advice and support. This list is not exhaustive and work will continue to identify further areas where change could be made to better support children from low income families. 3.10 The 'Top Tips' leaflet (appendix 2) provides a list of ideas for school staff to consider. The ideas emerged from the focus groups with over 1000 staff, parents and pupils, and have been sent to every teacher and early years practitioner in the city. 3.11 The 1 in 5: Raising Awareness of Child Poverty in Edinburgh project has proved to be both successful and influential. All the schools which took part in the initial phase have found it to be a hugely worthwhile and valuable piece of work. Indeed, some of the pilot schools have stated that this work has 'changed the culture' of their school, such has been its impact. The challenge now is to offer this work to every school and early years setting in the city. Education, Children and Families Committee – 24 May 2016 Page 5
4. Measures of success
4.1 Outcomes for children in poverty improve against a range of indicators
5. Financial impact
5.1 The initial project work was covered by a £10k grant from the Social Justice Fund and this will cover activities until June 2016. 5.2 A new grant funding application has been submitted for a further £10k to help support the work from June 2016 - March 2017. 5.3 The delivery of this work is being undertaken by staff in their current roles within Schools and Lifelong Learning and this section is under review. 5.4 It is important that the review considers staffing both to support the 1 in 5 work in the future and to lead on taking forward any agreed recommendations outlined in Appendix 1.
6. Risk, policy, compliance and governance impact
6.1 There are no adverse impacts arising from this report
7. Equalities impact
7.1 Improved outcomes for, and greater inclusion of, children living in poverty
8. Sustainability impact
8.1 Improved outcomes for children in poverty contributes to a range of sustainability indicators
9. Consultation and engagement
9.1 This work detailed in this report is the result of extensive and in-depth consultation and engagement with staff, parents and pupils. This will continue.
Alistair Gaw Acting Executive Director, Communities and Families
Education, Children and Families Committee – 24 May 2016 Page 6
Contact: John Heywood, Principal Officer E-mail: [email protected] | Tel: 0131 529 6507
10. Links
Coalition Pledges P1 Increase support for vulnerable children, including help for families so that fewer go into care P5 Seek to ensure the smooth introduction of the Curriculum for Excellence and that management structures within our schools support the new curriculum P7 Further develop the Edinburgh Guarantee to improve work prospects for school leavers Council Priorities CO1Our children have the best start in life, are able to make and sustain relationships and are ready to succeed CO2 Our children and young people are successful learners, confident individuals and responsible citizens making a positive contribution to their communities CO3 Our children and young people at risk, or with a disability, have improved life chances CO4 Our children and young people are physically and emotionally healthy CO5 Our children and young people are safe from harm or fear of harm, and do not harm others within their communities CO6 Our children’s and young people’s outcomes are not undermined by poverty and inequality Single Outcome SO3 Edinburgh's children and young people enjoy their childhood and Agreement fulfil their potential Appendices Appendix 1 - 1 in 5: Raising Awareness of Child Poverty Appendix 2 - Top Tips for Schools
Education, Children and Families Committee – 24 May 2016 Page 7
“Poverty affects every area of a child’s life and this is no different for school.” (The Children’s Society 2014)
National Picture
More than 22% of children in Scotland (212,000) live in poverty. The Institute for Fiscal Studies (IFS) forecasts that this will increase by 100,000 to over one in four children by 2020. The impact of poverty on children’s lives is pervasive. The gap in outcomes remains wide in terms of standard of living, quality of life, health, opportunities and educational attainment.
Recent Scottish Government policy and investment has focused on closing the attainment gap between children from high and low income households in order to reduce current inequalities in educational outcomes. Integral to this agenda must be supporting schools to consider their policies and practices to ensure that financial difficulties are not barriers to children’s right to learn and achieve.
Local Picture
In Edinburgh, the child poverty rate matches the national average and affects 1 in 5 pupils. According to recent City of Edinburgh Council figures, that means 20,474 children live in poverty in the capital (after housing costs are taken into consideration). Although considered an affluent capital city, every single Ward across Edinburgh registers child poverty rates of over 10% after housing costs.
‘1 in 5’ Child Poverty Work in Edinburgh
The 1 in 5 project began in August 2015 and is centred on a programme of work to: raise awareness and understanding of child poverty and its impact on educational outcomes; explore the cost of the school day; and, examine the impact of poverty-related stigma.
Six pilot schools took part in the project which involved training and focus group sessions with staff, parents/carers, and children and young people in order to: a) Raise awareness of the impact of stigmatisation on children living in poverty; b) Identify and understand the range of costs involved in the school day from different perspectives; c) Make recommendations and propose actions for schools to take forward.
Pupils from the schools have also been involved in a number of other initiatives to help raise awareness of child poverty, and these are detailed later in the report.
2 ‘1 in 5’ Child Poverty Work in Edinburgh
The schools selected were deliberately chosen to represent a wide social mix; in some cases this may mean that, for schools with a high intake of more affluent students, the pupils and parents affected by poverty experience more stigma and difficulties with the cost of the school day because this is not a barrier for their peers. The five primary schools had at least 50 pupils (or over 30%) eligible for free school meals (Sciennes, Hillwood, Gracemount, Dalry and Royal High). Broughton High School, also selected, has one of the highest numbers of pupils (175) eligible for free school meals. Positive action schools were not included as these schools are already aware of the impact of poverty on outcomes for children and receive additional funding for this purpose.
The impact of the project is highlighted in some of the feedback below.
‘I have learned that things cost a lot of money and Alex’s story and it must be hard for their parents to bring him up. We should try many ways to help people like Alex. ’ (Primary pupil) ‘I was very surprised at just how ignorant I was about the many causes of child poverty!’ ‘Addressing poverty will have a positive effect on all areas of a child’s development.’(Parents)
‘It was hard listening, thought provoking and challenging. It makes me want to make a difference – particularly in my role as a teacher.’ (Class Teacher)
“The project has had a significant impact on the life of our school and the decisions we make. The children and families in our school community face real challenges. It is our job to equip them with the skills and aspirations to overcome these. More than that though, as a school we have social responsibility to ensure opportunities are for all and that they are inclusive. A good example of the impact of this project is when we planned for our whole school community outing at Christmas. We spoke about the way we charged for it in the past and this year we have a price structure that means bigger families pay less. It is these small things that make a difference. Small changes in our approaches make for big changes in our children’s lives.” (Head teacher)
3 Key Messages
• Edinburgh has 1 in 5 pupils living on or below the poverty line (consistent with the national average). • In terms of the scale of child poverty, Scotland ranks about equal with Estonia, Hungary and Portugal and below Poland and the Czech Republic 1. In Edinburgh in 2014, only six children from the poorest families gained three ‘A’s at Higher. This compares to 290 young people from the wealthiest families who achieved this standard. • Two thirds of children in poverty live in families in which at least one adult works.2 • Two-parent families with children are also managing the highest levels of household debt, which has risen by 42% since 2013 3 • Contrary to popular stereotypes, 93% of people receiving out of work benefits are not dependent on drugs or alcohol.4 All the evidence supports the analysis that the causes of poverty are structural. Principal causes include unemployment/underemployment, inadequate levels of benefits (compounded by recent Welfare Reform policies), low wages, and insecure terms and conditions of employment, such as zero hours contracts. • A recent report estimated that the average cost of school per year is approximately £800 per child.5 • This report found that 71% of parents said they had struggled with the cost of school. These costs can include, for example, buying uniforms and other essential equipment (e.g. stationery), paying for school trips and one-off events like school proms, or affording subject choices that have material costs.6
• The same report found that 55% of children have avoided asking their parents or carers for something school-related because they thought they would struggle to afford it.
1 Fanjul, G (2014) ‘Children of the Recession: The impact of the economic crisis on child well-being in rich countries’ Innocenti Report Card 12, UNICEF Office of Research
2 Poverty and Income Inequality in Scotland in 2013/14, Table A7, In-work poverty (relative AHC) in Scotland 1998/99 to 2013/14 www.gov.scot/Publications/2015/06/7453/16
3 Aviva (2016) Family Finances Report
4 Harkness S, Gregg P and Macmillan L (2012) Poverty the role of Institutions, Behaviours and Cultures Joseph Rowntree Foundation 5 Children’s Society (2014) At What Cost? Exposing the Impact of Poverty on School Life, Through Young Eyes, The Children’s Commission on Poverty http://www.childrenssociety.org.uk/sites/default/files/At_What_Cost_Exposing_the_impact_of_poverty_on_school_life- Full_Report.pdf
6 As above
4 Introduction to the Report
Clearly, the most effective response to child poverty will involve a wide range of agencies and services including schools, housing, health, economic development, welfare rights and local, community-based organisations working together.
However, this report highlights 30 main recommendations for change which can be taken forward by Communities and Families. These have been developed in response to the eight principal issues raised in the training and focus groups undertaken by the project team with nearly 400 children, families and staff. A further 700 pupils took part in assemblies.
1. Raising Awareness
‘ I find it shocking that only 6 people from the poorest families got 3 ‘As’ at higher . That will affect like their whole future life and prospects’. (S4 pupil)
One of the most powerful pieces of feedback received from staff, pupils and families has been the impact of the training and focus groups, both in terms of content and quality and how this has changed attitudes and perspectives. Many staff, pupils and families were surprised that 1 in 5 children are living in poverty in Edinburgh and concerned about the implications of this on both a personal and public level.
‘Very thought provoking and sad – a lot of ignorance on my part. Made me think about what I can do and I want to understand more so I can help’ (Primary teacher)
The focus groups also raised the issue of ‘hidden poverty’, which affects pupils and families who may not be entitled to benefits but because of changes in circumstances or factors such as debt management programmes are struggling to get by. Schools have reported increased levels of self reflection and empathy in all parties involved as a result. All schools embraced the idea of reviewing costs associated with the school day which has contributed to the development of training for schools and the recommendations held within this report. The initial pilot for this work took place in six schools but there is also great interest from many other schools to take part in similar training to raise awareness, help with focus groups and conduct similar ‘poverty proofing’ work in their establishments.
Recommendations
1. There should be ongoing support for the project team to continue the roll-out of training and develop focus group tools in order to continue to raise awareness of the impact of child poverty, reduce stigma and examine the costs of the school day. 2. Send out the ‘Top Tips’ leaflet to all staff in schools with a covering letter from the Executive Director. 3. Build on the success of the 1 in 5 Child Poverty event in March 2016. This should include organising an annual conference or event to highlight issues around child poverty and sharing good practice. 4. Endorse and support the actions proposed in this report. 5. Many of the recommendations proposed could be addressed in a new Equity Framework or similar which would help support schools to make any changes necessary to enable pupils to take full advantage of the education provided.
5 2. School Uniforms
‘School uniform can be expensive so Alex (case study) might have a problem getting it. But school uniform shouldn’t stop you getting a good education.’(Primary Pupil)
The average cost per child on school uniform is estimated to be £159 per year.7 In every single school, the families interviewed felt strongly that they should be able to buy school uniform from a store of their choice in order to be able to benefit from cheaper deals. Uniforms already carrying school badges should be optional rather than compulsory, and schools should consider providing badges that parents can buy and sew-on themselves. Some schools had a different uniform for each year and this increased costs.
An internal City of Edinburgh Council report 8found that over half of schools (both primary and secondary) were generating income for the school with sales of uniform being channelled through certain suppliers. The obligation that parents have to buy school uniform from certain suppliers could be seen as discriminating against families who as a result of low income are struggling to afford the costs for these and could find uniform cheaper elsewhere.
Families who are eligible for clothing grants (in Edinburgh this is £43 for primary pupils and £50 for secondary pupils per year, which is below the average spend) currently have to collect their vouchers from the City Chambers. Many staff and parents have raised this as an issue and questioned why this could not be distributed by schools or in neighbourhood centres. Furthermore, at present, these vouchers can only be redeemed in BHS, Marks and Spencer, EESLS and Sondico Professionals, or directly with the school.
Recommendations
6. Review information given out to parents on the wearing of school uniform to ensure that all reasonable steps are being taken to support children who are from low income families. 7. The Equity Framework could encourage schools to be flexible in the purchase of school uniform rather than buying exclusively from sole suppliers. Where any income is generated, it could be used for inclusion purposes. 8. Clothing vouchers should be sent to schools to ensure these are more easily accessible to families. 9. Procurement should investigate how these vouchers could be more widely redeemable.
7 The Children’s Society (2015) The Wrong Blazer- Time for Action on School Uniform Costs, Through Young Eyes, The Children’s Commission on Poverty http://www.childrenssociety.org.uk/sites/default/files/The-Wrong-Blazer_-_Time-for-action-on-school-uniform-costs_-_The- Children%27s-Commission-on-Poverty_The-Children%27s-Society.pdf
8 CEC Uniform Report April 2015
6 3. Food & Drink
‘We keep spare fruit for children who come in to school hungry. Some staff have a supply of biscuits they provide for children without snack’ (Head teacher)
Free school meals for P1-P3 children have been widely welcomed; however, issues arise from P4 onwards. Research has found that pupils not identified as qualifying for free school meals (but who are just above the poverty threshold) are four times more likely to go hungry. 9Staff were aware of these children not having money for snacks, and both staff and families who were interviewed all raised the issue of free milk and fruit. However, they are also aware that this has budgetary implications. The majority of schools offer extended day services to pupils, such as breakfast clubs, after school clubs, (for which a charge can be made ) in order to address some of their pupils needs but this is not universally available.
Recommendations
10. Support the implementation and roll out of breakfast clubs in all schools. This work is being led by the Early Years team. 11. Investigate any wider Governmental/NHS programmes around provision of free fruit in schools. 12. Approach large supermarkets and other companies (e.g. farms’ ‘wonky’ vegetable initiatives) to find out whether they would be prepared to support such a programme as part of Corporate Social Responsibility (CSR)
9 Farthing R (2014) The Cost of Going to School, From Young People’s Perspectives Child Poverty Action Group (CPAG)
7 4. Curriculum materials and homework
‘We need to be mindful of how teachers deal with late homework, not paying for trips, lack of uniform etc. if this is directly related to poverty!’ Class teacher
‘This has really made me think and also evaluate what a classroom environment is like for a child in poverty and how it COULD be if we put things in place to change attitudes and make provisions’. Class Teacher
According to law, schools must provide free education and cannot charge for any trip or activity (or materials, books, exam entry fees or equipment for use in connection with the activity) which:-
• takes place wholly or mainly during school hours; • is an essential part of the curriculum or religious education syllabus; or • is an essential part of the syllabus for a prescribed examination.
There are costs charged for certain courses such as ICT, CDT, HFT which vary from school to school from £0 to £90 per year. There is widespread agreement that this cost may act as a barrier to young people from low income families and prevent them from taking these courses. However, school staff were keen to point out that these courses do carry costs for materials and that this is not centrally funded, unlike free school meals. If there is no budget for these materials to be provided free of charge, schools often have little choice but to charge parents/carers.
Courses adhered to above are often appealing to pupils who are not looking to go to University and interested in developing skills for trade or commerce. Given that over 50% of pupils do not go to University 10 11 it is important that we maximise pathways and alternatives for the other 50% of children to ensure they are well equipped to enter other positive destinations.
Recommendation 13. An Equity Framework could include explicit guidelines to schools about what can/cannot be charged for including those that relate to subject areas e.g. ICT, CDT, HFT 14. Explore the potential of the private sector to cover some of these costs. For example, large companies and supermarkets could be approached about providing food for hospitality courses across the city as part of their CSR initiatives. 15. Support ongoing initiatives in schools that encourage pupils to explore and move into a range of positive destinations not just academic ones.
10 Ball C (2014) Most people in the UK do not go to University- and maybe never will, The Guardian 4th June 2013, http://www.theguardian.com/higher-education-network/blog/2013/jun/04/higher-education-participation-data-analysis
11 Birdwell J, Grist M and Margo J (2011) The Forgotten Half , Demos, London
8 5. Trips and After School Activities
‘We want to increase the opportunities for dialogue with children who know their parents may struggle with costs – making it ok to speak about these issues rather than keeping them hidden’ (Primary Head teacher)
‘At times it feels as though there were letters home every week asking for this or that. Yes then there’s the pressure for trading cards and items like penny boards etc that affects them (children) and the finances.’ (Parent in ‘1 in 5’ focus group)
As mentioned above, the law states that schools cannot charge for any trip or activity which is an essential pat of the curriculum or a prescribed examination. Department of Education Advice for England and Wales (there is no equivalent document for Scotland) states that parents and carers can be asked to make voluntary contributions for board and lodging, transport but the voluntary nature of the contribution must be made clear and state that the children of parents who don't contribute will not be discriminated against. They also state if insufficient voluntary contributions are raised to fund a visit, or the school cannot fund it from some other source, then it must be cancelled.
Schools involved in the 1 in 5 project undertook an activity to audit all the costs requested of parents for their child(ren) to take part in trips, events and other activities in the school. In some cases, including in primary schools, this came to more than £1000 over the school career for just one child. Parents in focus groups stated that at times it felt as though ‘there were letters home every week asking for this or that’. Parents stated they would prefer information to be provided at the start of the year for all trips to help plan ahead, some consideration from the schools to better space out events/trips and that perhaps a system of contribution on a weekly basis could be set up that would cover all costs and negate the need for further letters.
Parents and staff related instances of children not sharing letters with information about the costs of trips and activities with their parents because they knew, or worried, that their parents could not afford it.
Recommendations 16. The drawing up of an Equity Framework could set out guidelines for our local authority around activities for which a charge can be made and include information about when charges will not be made, for example, for parents on a low income. 17. Schools should be encouraged to audit how much they ask parents and carers for over the duration of a pupil’s career and review the necessity and distribution of these requests. 18. Information requesting money should be emailed or, if given to children to take home, sent out in sealed envelopes
9 6. Events & Fundraising
‘Even though everyone is encouraged to take part he (case study) might be worried and anxious as he would feel that everyone would know he’s not wearing new clothes’ (Secondary School Pupil)
Parents, pupils and staff all raised the issue of dress down/up charity days (having to pay both for the fundraising activity and the relevant costume) and its impact on attendance and potential stigmatising of certain pupils.
Another issue that was raised was holding book fairs in schools and the subsequent letters they send home to parents (e.g. ‘your child would like X book’) which, according to some parents, causes ‘tantrums every time and huge pressure on us as parents to buy the relevant book’.
Finally, concerns were also raised about ‘end of school leaver proms’ or similar such events, and the associated competitive and ostentatious spend that often takes place amongst many pupils as a result. Some schools are already addressing this by providing alternatives like a day trip to the beach and a barbecue instead.
Recommendations
19. Review any current contracts or arrangements where private or profit making enterprises are allowed in schools to sell their products e.g. book fairs, and review the methods by which they communicate with parents and carers. 20. An Equity Framework could give guidelines to schools around end of term leaver events so that they can feel confident about issuing advice about these to parents with the backing of the local authority.
10 7. Inclusion Funds
‘Depending on the area the school is in, parent councils will contribute more to school trips and resources like new playground equipment. This can lead to inequalities across the city on what schools can provide to pupils depending on the ability of parents to pay directly or contribute to school funds.’ (Head teacher)
‘Parent councils have money which could be made available to support tackling poverty.’ (Class Teacher)
All schools are concerned with supporting pupils to be able to engage with activities equally; however, the way that this was done varied substantially from school to school. Staff, pupils and families all felt there should be an Inclusion Fund to support families facing difficulty with meeting some school-related costs both within the school and centrally. There are some clear examples of children living in poverty not receiving the support they needed unless social work was involved. Some parent councils provided an equivalent of an Inclusion Fund, but many did not. Parents and staff were concerned that some parents did not apply to this fund as it may mean other parents would have access to sensitive or personal information and therefore preferred for this to remain amongst school staff only.
While schools have detailed information about pupils on free school meals, they may be less aware (unless shared by parents) of those families who are affected by issues such as debt management programmes and therefore not eligible for certain benefits. One example was of a family of four, with both parents on a reasonable income but who were on a debt management programme and having to live on £60/week, and therefore not eligible for state support. This is an important reason why schools need to be able to apply discretion and be flexible in responding to children or families facing hardship. Given that 1 in 10 pupils are living in poverty regardless of which electoral Ward they reside in, the issue about inclusion funds applies to all schools.
Recommendations
21. Parent councils should be encouraged to put aside a percentage of their income to be exclusively used for Child Poverty/Inclusion Funds. 22. Any type of application to an Inclusion fund or similar needs to be confidential, and take into consideration issues such as difficulties with literacy that some applicants may have. It may, therefore, be better to be managed by the school rather than the parent council. 23. Develop ways to further strengthen links between schools and teams within the locality who support children and families in need. 24. Make sure that all families are aware of the Scottish Welfare Fund and how to apply. Additionally, consider setting up a separate locality fund to help respond to emergencies that arise within families. 25. Explore with Transport for Edinburgh what affordable travel options might be made available for families on low incomes. 26. Investigate whether existing CEC trust funds could be used to create a central inclusion fund that parents can access to support the cost of trips, education activities, materials and other appropriate school-related costs. 27. Explore how donations to this fund could be enhanced.
11 8. Benefit Advice & Support
‘I spend a lot of time supporting parents to fill in forms for claiming Free School Meals and Clothing Allowance - they are quite complicated and then they need to hand the forms in and collect the funding centrally. I supported one parent who lived in Granton. He then had to walk all the way into town and back to hand in the form as he couldn’t afford the bus fare.’ (Pupil Support Teacher)
‘I would say a really key part of my job is to build relationships with parents- being there in the playground to welcome parents and children, having regular opportunities and events to invite parents in school in an informal, sociable way. That means then when they have difficulties of any kind, including financial problems, they feel more able to come and speak to me about it.’ (Head teacher, Positive Action School)
Nearly all the focus groups with parents and staff agreed that more support with benefits advice would be welcome. Schools provided this where they were able to; however, time and capacity meant that this was often limited. Support with this advice is important because research has found that the level of household income is a major determinant in attainment levels. In Scotland, parental socio-economic background has been found to have more influence on children’s attainment than the school they attend. 12 13Initiatives to help maximise household income should therefore be a priority.
There are (approximately 1000) families whose children are entitled to financial help with school uniforms and free school meals but who do not currently claim this money.
The numbers of people not claiming may be because they are unaware of the support they are entitled to, have difficulties completing the form or, research also found, deterred from claiming benefits they are entitled to, because of the stigma. 14Feedback from both school staff and parents indicated that there were several different forms and that the process could be simplified and maybe operate on an opt-out basis.
Recommendations
28. Consider whether the number of forms for families on low income could be simplified and reduced. 29. Ensure that all families who are eligible to claim financial assistance, including school clothing grants and free school meals, are encouraged and supported to do so. 30. Schools should organise social events that encourage ‘hardly reached’ parents to come into school. These should be informal and focused on building relationships between school staff and parents.
12 OECD (Organisation for Economic Co-operation and Development (2007) ‘Quality and equity of schooling in Scotland’, http://browse.oecdbookshop.org/oecd/pdfs/product/9107211e.pdf
13 Cooper K and Stewart K (2013) Does Money Affect Children’s Outcomes. A systematic review. Joseph Rowntree Foundation
14 Ben Baumberg, Kate Bell and Declan Gaffney (2012) Benefits Stigma in Britain at https://www.turn2us.org.uk/T2UWebsite/media/Documents/Benefits-Stigma-in-Britain.pdf
12 TOP TIPS FOR SCHOOLS 1 in 5: Raising Awareness of Child Poverty
Top Tips for Schools
The following is a list of ideas or things to consider suggested by 390 staff, parents and carers and children and young people who took part in the ‘1 in 5: Cost of the School Day’ focus groups and training in the past 6 months. Some of the things you will already be doing but some may give you food for thought.
SCHOOL CLOTHING ❋❋ ‘Be flexible about uniform and allow for purchase from a range of suppliers.’ ❋❋ ‘Hold regular uniform sales and use positive language (avoid advertising as ‘second hand clothing’ and instead call sales Pop-up shops, Flash sales or Clothing Recycling Events instead).’ ❋❋ ‘Link uniform sales into other schools initiatives, eg eco schools and recycling to overcome any perceived stigma.’ ❋❋ ‘Advise parents that you will recycle all lost property after a certain period of time.’ ❋❋ ‘Make PE kit available to children who need it without them having to ask every week.’
FOOD & SNACKS ❋❋ ‘Provide opportunities for children to eat breakfast before starting school.’ ❋❋ ‘Save uneaten fruit, yogurts and snack bars from packed lunches and make them available for children who would like them.’ ❋❋ ‘If someone regularly doesn’t have lunch money, discreetly ask about the reasons for this and cover the costs of lunch for an agreed period of time for non FSM pupils whose parents are having financial difficulties.’
IN THE CLASSROOM ❋❋ ‘Let parents know what the school will provide for their child (eg stationery) as well as what they need to bring.’ ❋❋ ‘Have a stationery box at the front of each classroom that all pupils can use at any time.’ ❋❋ ‘Encourage donations of stationery from the local community to help resource school supplies.’ ❋❋ ‘Be aware that some children may not be having a party and get cards and presents for their birthday so consider how to ensure children’s birthdays are celebrated in class.’ HOMEWORK & OUT OF SCHOOL LEARNING ❋❋ ‘Provide a homework club which has appropriate materials and access to online resources and encourage parents to attend and help support children.’ ❋❋ ‘Bear in mind when setting homework that not all children have access to the internet or money for resources for arts and crafts.’ ❋❋ ‘Know who your pupils in SIMD 1-3 are and provide extra attention and support, especially with regards to literacy initiatives.’
CHARITY AND FUNDRAISING ACTIVITIES/SPECIAL EVENTS ❋❋ ‘Encourage ‘show and tell’ or golden time activities not to involve electronic toys as this may lead to competition and stigmatisation.’ ❋❋ ‘Could dress down days be themed days instead? This way a fancy dress box can be provided or opportunities set up for children to make masks or other items in class beforehand.’ ❋❋ ‘Consider arranging book swaps rather than book fairs which put pressure on parents to buy certain books for their child.’ ❋❋ ‘Instead of asking families for money, explore how children can support good causes in other ways, such as helping at an event to raise awareness or doing a bag pack.’ ❋❋ ‘Is there any way of making school photographs more affordable? Can there be a cheaper digital option?’ ❋❋ ‘Instead of an ‘American-style’ prom which can become competitive, consider low cost alternatives like a day at the beach or making the event about doing something for the local community.’
SCHOOL TRIPS & ACTIVITIES ❋❋ ‘Add up the amount of money requested from parents in all the letters that are sent home during a pupil’s time in school and consider spacing things out more.’ ❋❋ ‘Inform parents at the start of the year how much may be needed for activities so they have plenty of advance warning.’ ❋❋ ‘Revise any first come (with payment)- first serve policies for activities. This is not fair on parents who cannot produce the money immediately.’ ❋❋ ‘Encourage parent councils to allocate a proportion of their income raised to a hardship fund for pupils which the school administers for pupils from low income families. This helps keep the families involved anonymous.’ ❋❋ ‘Reading out the names of those who have not paid for activities can be embarrassing. Make direct contact with the parents and see if you can understand whether there is a reason for non-payment.’ ❋❋ ‘Letters requesting money should come to parents directly through email or sealed envelopes as children may hide them if they are worried their parents cannot pay.’
OTHER ❋❋ ‘Hold high expectations of all pupils but be understanding of the circumstances of each.’ ❋❋ ‘Use the 1 in 5 training. It’s a great way to raise awareness amongst staff.’ ❋❋ ‘Anti-bullying policies should include clear statements on money-based bullying and staff should be mindful of this.’ ❋❋ ‘Developing positive relationships with parents is crucial. Staff being in the playground to meet and greet at the start of the school day has made a big difference in some schools.’ ❋❋ ‘Support parents to claim the benefits they are entitled to by signposting to agencies and other forms of support/advice or hold information events in school.’ ❋❋ ‘Encourage handmade letters and presents for teachers. Discourage class collections of money for teacher gifts or even consider asking pupils not to buy presents at all.’ ❋❋ ‘Review reward and merit systems to ensure they are not given for things that could be related to finances at home, such as ‘correct’ uniform or having a pencil.’
FOR FURTHER INFORMATION: EIS (2015) Face Up to Poverty part of Child Poverty Campaign http://www.eis.org.uk/Campaigns/ Child_poverty.htm
CPAG (2015) Cost of the School Day Report http://www.cpag.org.uk/content/cost-school-day- report-and-executive-summary
TRAINING REQUESTS? If you would like your school staff to take part in the 1 in 5 Raising Awareness of Child Poverty Workshop and Focus Groups please contact [email protected]
ACKNOWLEDGEMENTS Staff, pupils and families of Dalry, Hillwood, Royal High, Gracemount and Sciennes Primary Schools and Broughton High School.
Staff at Craigroyston, St Davids, Pirniehall and Forthview Primary Schools.
The ‘1 in 5’ Project Team: John Heywood, Molly Page, Patricia Santelices and Jen Drummond.
Designers: Tracey Morrisey, CEC Publications Unit and Suzi Ridley CEC Corporate Governance.
Child Poverty Action Group, Cost of the School Day Project, Glasgow. Education, Children and Families Committee
10am, Tuesday, 24 May 2016
Looked After Children: Transformation Programme Progress Report
Item number Report number Executive/routine Wards All
Executive summary
Expenditure on Looked After Children (LAC) increased by an average of £1.8m a year from 2007 to 2013 as a result of increases in the number of LAC and increased use of purchased foster carers. Through use of the Early Years Change Fund and initiatives agreed through the Priority Based Planning process the service has developed a transformation programme to shift the balance of care towards more preventative services that reduce the need for children to come into care. This aims to secure better outcomes for children, avoid a continued increase in costs and deliver cashable savings by 2015/16. This report provides an update on progress to the end of December 2015 against the targets as set out in the original report to Corporate Management Team dated 31 July 2013 and subsequently reported to Governance, Risk and Best Value Committee on 25 September 2013. This report was considered by the Governance, Risk and Best Value Committee on 21 April 2016.
Links
Coalition pledges P1 Council outcomes CO1-CO6 Single Outcome Agreement SO3
The service is on or ahead of target with the overall number of LAC, the number of LAC in foster care and the number placed with kinship carers. The service is behind target on prospective adoptions but this is mainly due to the increased success in placing children with kinship carers. The service is behind target on the proportion of foster care placements being provided by the Council’s own carers and the number of LAC in residential and secure care. Actions are in place to mitigate these issues where possible.
Education, Children and Families Committee – 24 May 2016 Page 2
Looked After Children: Transformation Programme Progress Report
Recommendations
1.1 Note the progress made to date against the targets as set out in appendix 1. 1.2 Note the actions in progress to achieve the targets to March 2018. 1.3 Note that the next update will be provided in September 2016.
Background
2.1 The number of LAC increased from 1,228 in 2007 to 1,410 in 2013, an increase of 15% or an average of 30 children a year. The cost of this increase is £1.8m each year, a total increase of £10.8m since 2007. The Council had been budgeting for continued annual increases of £1.8m a year from 2013/14 to 2017/18. 2.2 The growth in LAC was primarily accommodated within fostering with an increase in placements from 386 in 2007 to 601 in 2013, an increase of 56%. 2.3 The majority of this growth was with independent fostering providers with the average cost per placement being £46K pa. 2.4 This trend of increasing numbers of LAC and corresponding increase in purchased fostering was reflected at a national level. 2.5 The Scottish Government, in seeing this trend across Scotland, set up the Early Years Change Fund encouraging each authority to identify funding for a minimum of three years from 2012/13. This was to implement preventative initiatives designed to reduce the continued growth in LAC and shift investment from expensive intervention measures such as purchased fostering, residential care and secure care to early years, pre-school and early intervention support for families that reduce the need for accommodation and improve outcomes for children and young people. 2.6 In February 2012 the Council approved funding of £8.642m from 2012/13 to 2014/15 for the Early Years Change Fund. The Council’s Long-Term Financial Plan built in the continuation of £4.038m per year from 2015/16. Services developed through the Early Years Change Fund are being reviewed through the Council’s Transformation Programme and proposed move to a locality model. 2.7 Through the Priority Based Planning process the service developed a transformation programme to change the balance of care for LAC to take effect from April 2013 and targets were set to March 2018. The targets reflect the objectives of the Early Years Change Fund to shift investment from expensive care arrangements to early intervention whilst improving the outcomes for LAC.
Education, Children and Families Committee – 24 May 2016 Page 3
This includes strengthening universal early years services and providing more support to families to support their children at home. 2.8 LAC can be placed in the following placement types. The direct cost of each placement type is also shown which gives a context to the variance in rates. The transformation programme aims to shift the balance of care towards the lower cost placement types:
Placement type / Client Direct unit cost pa populations
Looked After at Home Minimal. Mainly supported through staffing and some preventative services
Kinship care £7K
Prospective adoption £7K
In-house foster care £26K
Purchased foster care £46K
Young people’s centres and close £100K - £150K support
Residential schools £100K - £310K
Secure care £275K
Main report
Balance of Care targets 3.1 Appendix 1 sets out the client populations, the objective, and the target placement numbers as at 31 March for each year 2014 to 2018. The target, actual and variance as at 31 December 2015 is also shown. An indicator is shown to indicate if the performance to date is on or ahead of target (green), behind target (red) or whether performance is not displaying a trend and is therefore uncertain (amber). 3.2 Further information about each target will provide an understanding of the actions to date, any issues that have arisen and actions being taken to ensure future targets are achieved.
Looked After Children (all placements)
Education, Children and Families Committee – 24 May 2016 Page 4
3.3 The target is to reduce the rate of annual growth by a third from an average of 30 placements to 20 a year. The performance is ahead of target with a positive variance to target of 48 as at December 2015. This reflects an increase of just 14 placements since March 2013. 3.4 Services designed to stop children needing to become LAC and enabling children to cease being LAC, such as universal Early Years services, parenting support programmes, Prepare, Family Group Decision Making and Family Solutions, will continue to focus on supporting children and families to enable them to not require statutory measures. Foster Care Overall placement numbers 3.5 Foster placements had increased at an average of 40 a year from March 2007 to March 2013. The target is for there to be no further growth in this population and in relation to LAC this is on target. 3.6 It should be noted that foster care is also provided on a discretionary basis to former LAC i.e. children who were in a foster placement but are no longer legally classed as Looked After when they reach age 18. As part of throughcare planning for some of these young people a continuation of their foster placement, often whilst attending further education, is agreed. Through the new Continuing Care legislation it will no longer be discretionary to support placements for 18 year olds from April 2017. The Scottish Government will provide additional funding to meet the expected increase in costs as a result of the new legislation. 3.7 In the meantime work is currently taking place to review all placements for former LAC to ensure their continuation is justified under the current legislation. The City of Edinburgh Council (CEC) Foster Care 3.8 The target is to increase CEC foster placements by 25 a year, with an equivalent reduction in independent placements, and at December 2015 the target would be an increase of 69. The service is behind target by 45 placements although there has been an increase of 24 placements since December 2014 which has been encouraging and is an indication that the actions being taken are resulting in growth. 3.9 Actions taken recently that are expected to further improve this position are: 3.9.1 19 carers from independent agencies are in the process of transferring to become CEC carers. 9 will have been approved by the end of March 2016, 3.9.2 From April – December 2015 there has been a net increase of 12 CEC foster carers. This is a significant increase on the previous year where there was a net decrease of 4 due to an increased number of de- registrations primarily due to carer retirement. On average every carer
Education, Children and Families Committee – 24 May 2016 Page 5
provides 1.5 placements and therefore placement capacity has increased by approximately 18 places. 3.9.3 A carer capacity exercise was carried out in summer 2013 where approximately 160 existing foster carers were interviewed to discuss their willingness to take additional placements and identify the support required to enable this to happen. This has resulted in 13 carers being prepared to offer up to 19 additional placements if adaptations to their property can be made to increase the number of bedrooms and bathrooms. This is now being progressed using Early Years Change Fund funding and all adaptations are nearing completion. 3.9.4 Improvements in information and processes for new carer enquiries have produced efficiencies in the assessment of carers which may contribute to an increase in approval rates. Independent Foster Care 3.10 The target is to reduce independent foster placements by 25 a year and at December 2015 the target would be a reduction of 69. The service is behind target by 46 placements. However, there has been a reduction of 16 placements since December 2014 which is encouraging as it demonstrates that the Council is reducing the level of new placements. 3.11 By way of comparison the number of new placements made with independent agencies in the period April – December 2015 is significantly lower than in the previous three years. In 2012 the number was 84 and this has fallen to 39 in 2015, a reduction of over 50%. If this can be maintained over the next 12 months the increase of 24 CEC placements seen in the previous 12 month period may be repeated. 3.12 This position is expected to continue to improve as the impact of the measures detailed in 3.9 above is delivered. The extra capacity should enable the reduction in referrals to independent agencies to be maintained and improve the performance against this target. 3.13 The financial impact of the shortfall in placement reductions for the period April 2013 to March 2015 was covered through the 2015/16 budget process with additional funding of £800K being provided to cover the shortfall in savings on an ongoing basis. 3.14 In January 2015 the service met with all independent agencies to review pricing, particularly in relation to permanent placements and placements for young people aged 18 and over. The service will continue to challenge pricing where appropriate in order to ensure all charges are justified for each placement.
Education, Children and Families Committee – 24 May 2016 Page 6
Residential Care 3.15 The target is to reduce residential placements by four a year and at December 2015 the target would be a reduction of 11 since March 2013. The service is behind target by 14 placements. 3.16 The shortfall has been caused by increasing demands for independent residential school placements for children with exceptional needs. Expenditure in 2013/14 was £3.8m but this increased to £4.4m in 2014/15 and is forecast to be approximately £5.4m in 2015/16. 3.17 The service has been successful in reducing demand for internally provided placements through the closure of Wellington School in 2014 and Pentland View in February 2015. Further reductions to the residential estate are budgeted in 2017/18 following the opening of the new Heathervale unit in 2016 and the increased flexibility this will bring. The replacement of Oxgangs Young People’s Centre in 2017, to a similar design as Heathervale, will also provide more flexible accommodation for young people and enable the service to manage some of the young people with exceptional needs. 3.18 The service continues to review all internal and purchased residential placements to minimise their use. Independent reviewing officers chair reviews of LAC placements. In the highest spend cases we have put in place a number of practice evaluation sessions which involve senior management scrutiny of ongoing placements and a new exploration of the alternatives. This is leading to some proposed alternative plans for children but in most cases these will need the agreement of a Children's Hearing as the child's place of residence is named in the conditions attached to a statutory supervision order. 3.19 In addition, all placements are undergoing a re-assessment involving relevant social work and education staff to identify opportunities for returning the children to Council provision. This will include utilising the principles of the Social Care (Self- directed Support) (Scotland) Act 2013 where possible, which seeks to engage parents, carers and extended family in developing a support plan that meets their needs and enables the child to be cared for by them, where it is safe and appropriate to do so. Kinship Care 3.20 The target is to increase kinship placements by 15 a year and at December 2015 the target would be an increase of 41. The service is ahead of target by 21 and has already achieved the 2017/18 target of 24% of LAC placements being with kinship carers. 3.21 Over the past few years kinship support services have been put in place which supports approximately 100 placements a year. The Family Group Decision Making Service has also been expanded, including a pilot on vulnerable babies in South West neighbourhood and reviewing existing residential placements, and taken together the expansion of this support to families is seen to be the main reasons for the increases in kinship placements. Education, Children and Families Committee – 24 May 2016 Page 7
3.22 The vulnerable babies pilot has operated within South West neighbourhood since February 2014. The initial results suggest there has been a positive impact in enabling more babies to either not need to become LAC or be supported with kinship carers. This pilot will continue to be monitored and possible roll outs to other areas of the city will be considered if it is felt it will have a positive effect on the number of babies needing to become LAC and subsequently being placed for adoption. Prospective adoptions 3.23 The target is to increase the number of prospective adoptions by five in 2013/14 and by 10 from 2014/15. This is to address the gap between the number of children where adoption is seen as being in the best interests of the child and the number being adopted. 3.24 The number of children placed with prospective adopters in 2014/15 reduced by 42% compared to 2013/14. The position has increased during 2015/16 but is still a reduction of 26% on 2013/14 levels. This is a result of the reduction of children being identified where adoption is in their best interests. The work of Family Group Decision Making and Prepare is felt to be instrumental in this as their work aims to support more babies to remain with their parents or with kinship carers. 3.25 It is too early to say if this reduction will be maintained as it depends mainly on the stability of kinship placements being maintained. The service is monitoring the success of kinship placements for babies as this is the population that in the past has been the most likely to require adoption. Secure Care 3.26 The target is to reduce usage of secure placements from 12 to six by March 2015. At December 2015 the number of secure placements is 13 which is seven short of the target. 3.27 There was a significant increase in the number of secure referrals in 2014/15 with an increase of 85% on 2013/14 levels. Unfortunately this increase has been maintained in 2015/16. 3.28 The service will seek to sell remaining capacity when demand arises but the main target is to keep Edinburgh usage at six beds enabling the eventual reduction in capacity from 12 to six beds. 3.29 Additional measures are being taken to further reduce the need for secure accommodation including enhancing support in residential units, providing intensive family support services and maximising the use of Movement Restriction Conditions (electronic tagging). 3.30 Through analysis of secure admissions it can be seen that the large majority enter from a residential unit. The service is, therefore, preparing to undertake an extensive review of all aspects of Communities and Families services in order to intervene earlier in cases that result in residential care. Utilising the principles of GIRFEC and Self Directed Support the service will seek to support more young
Education, Children and Families Committee – 24 May 2016 Page 8
people within their families, schools and communities to avoid the need for residential care which in turn should reduce the subsequent demand for secure care. This work will be undertaken during 2016/17 as part of the implementation of the Children and Young People (Scotland) Act 2014 utilising funding provided by the Scottish Government. Looked After Children at Home 3.31 The target is to increase the proportion of Looked After children supported at home with their parents from 27% to 29% by 2017/18. This reflects a gradual increase over time and the benefits of this are that children remain with their parents and do not require higher cost services such as residential, foster and kinship placements. 3.32 At December 2015 the proportion had reduced to 23% due to a significant increase in the number ceasing to be Looked After at all. 3.33 The service continues to have the long-term aim of increasing the proportion of Looked After at home within the LAC population but at this stage welcomes the reduction in the need for children to be Looked After.
Measures of success
4.1 The programme has the following key measures of success (when compared to the position at March 2013). The position at December 2015 relative to targets is also given. Appendix 1 displays the targets to 2017/18 along with targets and performance as at December 2015. The target is for: 4.1.1 Annual growth in total LAC to be reduced by 33% from 2013/14 and at December 2015 this is ahead of target. 4.1.2 No net growth in LAC foster placements from 2013/14 to 2017/18 and performance at December 2015 is on target. 4.1.3 The number of LAC foster placements with the City of Edinburgh Council’s own carers to increase by 25 a year from 2013/14 to 2017/18, a total increase of 125 placements. Performance at December 2015 is behind target. 4.1.4 The number of foster placements purchased from independent providers to reduce by 25 a year from 2013/14 to 2017/18, a total reduction of 125 placements. Performance at December 2015 is behind target. 4.1.5 The number of residential placements to reduce by 27% by 2017/18. This is a reduction of 24 placements. Performance at December 2015 is behind target. 4.1.6 The number of LAC placed with kinship carers to increase to 24% of all LAC by 2017/18. Performance at December 2015 is ahead of target.
Education, Children and Families Committee – 24 May 2016 Page 9
4.1.7 The number of LAC placed for adoption to increase by five in 2013/14 and by 10 a year from 2014/15. Performance at December 2015 is behind target, however, this is due to a reduction in the number of children requiring an adoption placement. 4.1.8 The number of secure placements to reduce by 50% by 2015/16. This is a reduction of six placements and at December 2015 is behind target. 4.1.9 The proportion of children Looked After at home to increase to 29% of the total LAC population by 2017/18 and at December 2015 is behind target. 4.2 Where targets are not being achieved actions are being taken to address this and further details are included in the main report. 4.3 It should also be acknowledged that the aim is to achieve the optimum balance between different care types and in certain instances being behind target is mitigated by other areas being ahead of target.
Financial impact
5.1 The financial impact of the variances to target are shown in the table below.
Client Target – Actual – Variance Average Variance population December December – Cost per to target – 2015 2015 December placement December 2015 £K 2015 £K
CEC foster care 412 367 -45 26 (1.170) Independent 196 242 46 46 2.116 foster care Residential care 73 87 14 160 2.240 Kinship Care 329 350 21 7 0.147 Prospective 49 32 -17 7 (0.119) adoptions Secure care 6 13 7 275 1.925 Sub-total 5.139
Adjustments Additional fostering funding provided to (0.800) cover 2013/14 and 2014/15 shortfall Secure care financial target (see note -2 275 (0.550) below) Total (1.350) adjustments TOTAL 3.789 Note: the target for secure care is to operate at no more than six placements, however, financially the budget is currently set to enable eight placements to be provided.
Education, Children and Families Committee – 24 May 2016 Page 10
5.2 The service has identified savings from other areas to cover the pressure in 2015/16. 5.3 The service is currently assessing the potential impact of the pressure in 2016/17, taking into account the actions detailed in the main report to address the pressures on independent foster care, residential care and secure care. 5.4 The service is committed to identifying alternative savings to address any residual pressure in 2016/17. 5.5 It should be noted that the success in maintaining overall foster numbers at the March 2013 level, compared to average increases of 40 a year at an annual cost of £1.8m in the previous six years, has delivered an estimated avoided annual cost of approximately £5m a year as at December 2015. This is the additional annual cost the service would have incurred if increases had remained at the 2007 - 2013 level.
Risk, policy, compliance and governance impact
6.1 The top five risks identified are detailed in Appendix 2. The actions detailed in this report seek to mitigate the risks. Where there is a financial impact of a target not being achieved the service is committed to identifying alternative savings.
Equalities impact
7.1 It is anticipated that the overall programme will have a positive impact on outcomes for vulnerable children due to the focus on preventative, neighbourhood and family focused initiatives. A record of Equality and Rights Impact Assessment will be published in accordance with agreed Council processes.
Sustainability impact
8.1 There are no direct sustainability implications arising from this report. A Sustainability and Environmental Impact Assessment will be published in accordance with agreed Council processes.
Consultation and engagement
9.1 Where the transformation initiatives require consultation with the trade unions, public or Scottish Government it will be carried out as necessary.
Education, Children and Families Committee – 24 May 2016 Page 11
Background reading/external references
Looked After Children: Transformational Programme Progress Report – Governance, Risk and Best Value Committee 23 September 2015 Early Years Change Fund Progress Update on Year Three – Education, Children and Families Committee 6 October 2015 Implementation of Children and Young People (Scotland) Act 2014 – Education, Children and Families Committee 6 October 2015 Annual Review of Services for Looked After and Accommodated Children- Report to Education, Children and Families Committee 8 December 2015
Alistair Gaw Acting Director of Communities and Families Contact: Andy Jeffries, Acting Head of Children’s Services E-mail: [email protected] | Tel: 0131 469 3388
Links
Coalition pledges P1 – Increase support for vulnerable children, including help for families so that fewer go into care Council outcomes CO1 – Our children have the best start in life, are able to make and sustain relationships and are ready to succeed CO2 – Our children and young people are successful learners, confident individuals and responsible citizens making a positive contribution to their communities CO3 – Our children and young people in need, or with a disability, have improved life chances CO4 – Our children and young people are physically and emotionally healthy CO5 – Our children and young people are safe from harm or Education, Children and Families Committee – 24 May 2016 Page 12
fear of harm, and do not harm others within their communities CO6 – Our children and young people’s outcomes are not undermined by poverty and inequality Single Outcome SO3 – Edinburgh's children and young people enjoy their Agreement childhood and fulfil their potential Appendices 1 LAC Transformation Programme performance reporting as at December 2015 2 LAC Transformation Programme Risk Register
Education, Children and Families Committee – 24 May 2016 Page 13
Looked After Children – Balance of Care targets 2013/14 - 2017/18 Appendix 1 Position Target at March: December 2015 as at: Client populations Objective Lead Officer(s) 2014 2015 2016 2017 2018 Target Actual Diff. Status Looked After Children To reduce the rate of increase for Becky Cropper, (covering all sub-sets this population to +20 or less for Team Manager, 1,433 1,456 1,477 1,498 1,519 1,472 1,424 -48 below) the full year. Family Solutions No growth in overall foster Scott Dunbar, numbers. The net difference for the Service Manager, Foster Care full year should be 0. Looked After 608 608 608 608 608 608 609 +1 Accommodated Children Services To increase the number of Scott Dunbar, placements with CEC Carers. The Service Manager, CEC foster Care net difference for the full year Looked After 368 393 418 443 468 412 367 -45 should be +25 or more. Accommodated Children Services To reduce the number of Scott Dunbar, placements with Independent Service Manager, Independent foster care Carers. The net difference for the Looked After 240 215 190 165 140 196 242 +46 full year should be -25 or more. Accommodated Children Services To reduce the number of Andy Jeffries, placements. The net difference for Residential care Service Manager 80 76 72 68 64 73 87 +14 the full year should be -4 or more. for Practice Teams To increase the percentage to 24% Gillian Christian, of the overall LAC population. The Team Manager, Kinship care net difference for the full year 303 318 333 348 363 329 350 +21 Family Group Decision should be +15 or more. Making To increase the number of Russell Sutherland, placements. The net difference for Prospective adoptions Team Manager, 44 49 49 49 49 49 32 -17 the full year should be around +5. Permanence Team To reduce the number of Carole Murphy, placements from 12 to 6 by 2018. Multisystemic Therapy Secure care 9 6 6 6 6 6 13 +7 and Steve Harte, Young Peoples Service To increase the percentage to 29% of the overall LAC population. The Becky Cropper, Looked After Children at net difference for the full year Team Manager, 389 399 409 419 429 407 333 -74 Home should be +10 or more. Family Solutions Appendix 2 Looked After Children Transformation Programme Risk Register - Top 5 Risks
Risk Inherent Residual Description of risk and implications Likelihood Impact Action Plan Likelihood Impact Reference Risk Risk
Early intervention services within care and education continue to be developed to support children within the Council's own resources. Independent foster providers are approached to discuss the scope of specialist placements being made available for children at risk of residential school. The demand for independent residential school placements continues at Mandatory referrals to Family Group Decision Making to identify any possible kinship carer opportunities. 1 current levels. Implication - the budgeted savings target of £1.8m a year by 8 8 64 5 8 40 Further enhanced gatekeeping processes to ensure all options are explored prior to any new approvals. 2017/18 is not achieved in full. Actively reviewing all current placements to seek to identify alternative options in Edinburgh. The recent Case Evaluation process is expected to return up to 5 placements by August 2016. The principles of Self Directed Support are utilised for children at risk of accelerating to residential care.
Early intervention services within care and education continue to be developed to support children within less costly forms of care. The demand for residential services does not reduce from existing levels. Mandatory referrals to Family Group Decision Making to identify any possible kinship carer opportunities. 2 Implication - the budgeted savings target of £1.5m a year by 2017/18 is not 8 8 64 Independent foster providers are approached to discuss the scope of specialist placements being made available for children at risk of residential 5 8 40 achieved in full. school. The principles of Self Directed Support are utilised for children at risk of accelerating to residential care.
Sufficient CEC foster care capacity for the target groups is not achieved. Conduct a full review of foster care recruitment and retention processes. Implication - there is insufficient capacity available to place new children Work with other authorities to reduce the timescals for recruiting foster carers through sharing preparation groups. 3 requiring a foster placement, therefore, requiring an independent placement to 7 8 56 5 8 40 Continue to actively recruit carers currently with independent agencies. Work with other authorities on the transfer of their placements with be purchased. The annual value of net savings budgeted is £2.9m by 2017/18 independent agencies where the carers can offer further placements to Edinburgh. and this would not be achieved in full.
The demand for secure placements does not reduce to the target level, which is Early intervention services within care and education continue to be developed to support children within less costly forms of care. based on the national average for a city of Edinburgh's size of population. Actively risk managing cases including piloting the new Missing Persons Protocol with Police Scotland. 4 7 7 49 5 7 35 Implication - the budgeted savings target of £1.0m a year is not achieved in Enhancing use of MRC's (tags) as an alternative to secure care. full. The Acting Director of Communities and Families has instructed a strategic review of the use of secure accommodation.
There is an insufficient number of existing foster placements with independent Existing foster placements are reviewed by practice team social workers on a regular basis to ensure the placement is still necessary for the child. agencies ceasing enabling the overall number to reduce. Implication - savings Requests for permanent placements from the independent agencies are scrutinised to ensure they are in the best interests of the child and no 5 are based on 25 placements a year ceasing that are not replaced with new 5 8 40 suitable alternative to foster care is available. 4 8 32 placements. The annual value of net savings budgeted is £2.9m by 2017/18 Continue to actively recruit carers currently with independent agencies. Work with other authorities on the transfer of their placements with and this would not be achieved in full. independent agencies where the carers can offer further placements to Edinburgh.
Education, Children and Families Committee
10am, Tuesday, 24 May 2016
Early Years Strategy Report
Item number Report number Executive/routine Wards
Executive Summary
The report outlines the national priorities in early years and highlights the City of Edinburgh Council's progress towards implementation of requirements in line with current legislation including the Children and Young People (Scotland) Act 2014, strategies and policies. The report also includes the key achievements and identifies the future priorities for the development of the service
Links
Coalition Pledges P1, P6 Council Priorities CO1 Single Outcome Agreement SO3
Report
Early Years Strategy Report
1. Recommendations
1.1 Note the content of the report and priorities for the next stage of development within early years
2. Background
2.1 The Early Years Strategy January 2010 set out a vision and long term commitment to improve the life chances for children, supporting the coalition agreement to ensure every child has the best start in life. The strategy has four aims: - Aim one: To develop integrated, flexible services to provide effective learning and childcare for all children and families; - Aim two: To develop a highly skilled and motivated workforce to deliver a high quality early years service; - Aim three: To strengthen and develop universal services in partnership to provide support for all children and families; - Aim four: To develop learning through play opportunities and active learning as integral parts of the early years service.
Play Strategy 2.2 Play in Partnership: a Play Strategy for the City of Edinburgh was adopted by Council in 2000, reviewed in January 2009 and revised in December 2014 in line with the national Play Strategy for Scotland: Our Action Plan. 2.3 Councillor Keith Robson Play Champion continues to chair the Edinburgh Play Forum which meets quarterly. The Play Forum is a partnership of voluntary sector play organisations supported by the City of Edinburgh Council, Inspiring Scotland and Play Scotland to provide a vehicle to build play opportunities in communities and attract additional funding for play projects. The Edinburgh Play Forum informs the Council’s Play Strategy Steering Group. 2.4 Play Strategy, Education, Children and Families Committee, 9 December 2014
Education, Children and Families Committee - 24 May 2016 Page 2
2.5 Scotland's Play Strategy, Scottish Government, 2013 http://www.gov.scot/resource/0043/00437132.pdf 2.6 Play Out of Hours, Scottish Government, 2016 http://www.gov.scot/Publications/2016/02/6688 2.7 My World Outdoors, Care Inspectorate, 2016 http://hub.careinspectorate.com/improvement/my-world-outdoors/ 2.8 Playing Out, Corporate Policy and Strategy Committee, 12 April 2016 The Children and Young People’s Act 2.9 The Children and Young People (Scotland) Act 2014 introduced a new concept of early learning and childcare. This term seeks to remove an artificial divide between pre-school for three and four year olds; and, childcare for zero – three year olds; or, pre-school and wrap around care for three and four year olds; whereby pre-school is the educational element delivered in short blocks tied to a certain number of hours in a day; topped up by childcare or wrap around care which can be seen as less important to learning. 2.10 The Scottish Government has also increased early learning and childcare to the most vulnerable two year olds and increasing to every two year old living in a household seeking work and receiving certain welfare benefits such as Jobseeker’s Allowance.
3. Main report
Aim One - to develop integrated, flexible services to provide effective learning and childcare for all families Quality of provision 3.1 From June 2015 Education Scotland along with Care Inspectorate carried out inspections in seven partner provider centres, one nursery class and one nursery school. All inspections were positive with no grades less than satisfactory. Inspections are based on the following five quality indicators from Child at the Centre: - 1.1 Improvements in Performance; - 2.1 Children’s Experiences; - 5.3 Meeting learning Needs; - 5.1 The Curriculum; - 5.9 Improvements through Self Evaluation; Across these five quality indicators 45 grades were awarded as follows; 2 excellent, 17 very good, 18 good and 8 satisfactory.
Education, Children and Families Committee - 24 May 2016 Page 3
Appendices 1a, 1b and 1c. 3.2 Tynecastle Nursery school was awarded 2 grades of excellent for the high quality of children’s experiences and staff commitment to meeting learning needs. Inspectors also highlighted the following strengths for the school. - confident, enthusiastic children who are making very good progress in their learning. - high quality children’s experiences. - children’s progress in early numeracy. - highly skilled staff team who are caring, nurturing and work extremely well together, alongside parents to meet children’s learning needs. - the strong and inspirational leadership of the head teacher and her commitment to securing the very best outcomes for children and families. 3.3 In almost all other inspections inspectors praised the warm and caring relationships among children, parents and staff. In some inspections the quality of the learning environment indoors and outdoors including the use of the local community was praised. Areas for further improvement were highlighted as the need to ensure effective systems for tracking children's progress to ensure depth and challenge in children's learning. 3.4 Two centres made sufficient progress following the service improvement process to continue their status as a partner provider. Three other centres have been given temporary status awaiting a satisfactory Care Inspectorate inspection. One centre with a change of ownership is being reviewed for possible partnership status. Applications have been submitted for a further four centres requesting partnership. 3.5 Overall inspections from Care Inspectorate across the sector are positive with almost all establishments receiving positive inspections with grades of good or above. Pre Birth to Three 3.6 A series of quality assurance visits to early years centres was undertaken during 2015. Reports for each centre highlighted strengths and areas for further development. Support from within the group was provided where required to ensure progress. The Quality Assurance Group are currently providing support and advice for settings who will be admitting eligible twos. Most staff are new to working with this age group. Settings will be visited by representatives of the group to offer support and advice on environments, experience and practice. A network has now been established to share good practice. Support visits to establishments continue as requested or required. 3.7 Further Pre-birth to training is offered through the CPD directory for exploratory play, emotional wellbeing and observation and planning. Training has also been planned for non partner provider playgroups. Other training has included Early numeracy, Introduction to Sign along, Early Literacy and Early Communication and
Education, Children and Families Committee - 24 May 2016 Page 4
Language. Approximately 300 early Years practitioners have attended since from April 2015 - March 2016-04-13 Building the Ambition 3.8 Almost all establishments are now using this national document to audit practice and support improvements. Most establishments have made reference to the implementation of this in their improvement plan. A series of sharing good practice events have been organised across the city and have been well attended. http://www.gov.scot/Resource/0045/00458455.pdf Support and Challenge 3.9 The early years Quality Improvement Officers (QIOs) provide a programme of support and challenge for 114 partner providers, 15 early years centres and 12 nursery schools. Support is provided to 70 nursery classes in liaison with the primary QIOs. A small team of peripatetic teachers provide additional support as required and when requested by partner providers. A charge to partner providers is applied for this service. Establishments can also request services of the pre birth to three development officers and the play development officers. 28% of partner nurseries have used this service generating an income of approximately £9000. 3.10 Effective self-evaluation is the starting point for improvement and is a key aspect of development for all establishments. Education Scotland has revised the framework for self-evaluation for the early learning and childcare sector. The new framework called 'How Good is our Early Learning and Childcare' replaces 'Child at the Centre' and will be the key framework for inspections from August 2016. How Good is our Early Learning and Childcare? (HGIOELC) is made up of 15 quality indicators (QIs), which are organised into three key areas: Leadership and Management; Learning Provision; and Successes and Achievements. Each QI is described further in a number of themes, each of which illustrates a level of very good. http://www.educationscotland.gov.uk/learningandteaching/earlylearningandchildcar e/selfevaluation/index.asp Curriculum development Literacy 3.11 The multidisciplinary early years support group has continued to develop a wide range of strategies and interventions to support early literacy and these are widely used across centres. Every early years centre has a literacy coordinator to lead developments and the coordinators meet regularly to share good practice and ensure that high quality literacy experiences are provided for the children most at risk of failing in literacy. A peripatetic teacher is now allocated to each centre to support literacy development, working closely with the literacy co-ordinator.
Education, Children and Families Committee - 24 May 2016 Page 5
3.12 Up, Up and Away training continues to be provided to enable staff to identify, and plan to meet the literacy needs of young children. There is a particular focus on those children who may be at risk of poor achievement and centrally-organised training sessions have been very well attended. 3.13 Educational psychologists monitor the impact of the training within the early years settings. Managers and literacy co-ordinators have been asked to ensure that the resource is being used effectively in their own centres. A review of this resource is currently underway based on feedback from practitioners. 3.14 The Assertive Book Bug Outreach Programme funded by the Scottish Government continues to be rolled out to vulnerable families in their own homes and will expand the Book Bug provision within the community. The Reading Rainbows book gifting programme (which in 2014 included a book with a numeracy theme for the first time) is continuing. 3.15 Bedtime Stories is an Edinburgh initiative that has developed from the Early Years Collaborative. It has increased parents book sharing with their children. Many early years settings are now taking forward bedtime stories on the same model. This is now a key component of the 'literacy bundle' support strategies for schools and centres 3.16 A Literacy Self-evaluation document has been created to support all settings evaluate their current practice and identify areas for self-improvement. This will be shared will all settings in May. 3.17 The City of Edinburgh Council's assessment and planning trackers for literacy and numeracy continue to be used across the city. Following feedback from practitioners the trackers are currently being reviewed and developed and will now cover all of the outcomes and experiences for Curriculum for Excellence Early Level. Numeracy 3.18 As part of their cluster plan, the Castlebrae cluster nursery settings undertook three training sessions on Stages of Early Arithmetical Learning (SEAL). SEAL training aims to develop staff understanding of how children learn number and how to support this appropriately in Early Years settings. The cluster settings were joined by staff from Family Learning and a local Early Years centre. The feedback from staff was very positive, as was the feedback from management monitoring the impact on the children. As a result the interactions with children to support their numeracy skills and knowledge are more focused, and resources are more effectively used throughout the nursery. 3.19 The work at Tynecastle Nursery school on SEAL approaches was highly commended by inspectors at their recent inspection. The report included the statement 'Almost all older children are making significant progress in using number. They demonstrate confidence in counting and using number to solve problems.'
Education, Children and Families Committee - 24 May 2016 Page 6
3.20 The numeracy tracker document will be amended in line with the literacy tracker to reduce paperwork and make it more manageable. 3.21 An early years strategy group consisting of a range of professionals including early years practitioners, primary and early years quality improvement officers, peripatetic teachers, family learning workers and educational psychologists continue to support improvements in numeracy. The work of this group links with the wider numeracy strategy group 3 - 18. 3.22 A range of support resources compiles a 'numeracy bundle ' which has been developed alongside the ' literacy bundle'. All establishments are encouraged to use this support. 3.23 Family learning workers have worked with parents to support parental engagement in mathematics and numeracy. A number of CPD sessions have been offered to staff across the early years. Health and Wellbeing 3.24 A further three establishments have gained accreditation within the ‘Healthy Early Years ' scheme durinmg 2015 - 2016. 3.25 The document 'Setting the Table' is widely used across all establishments to support health and nutrition. Training has been offered to all staff. 3.26 The planning document 'Health and Wellbeing - Planning for Learning in Early Years' provides guidance to ensure that high quality learning experiences across this curriculum area. Other curriculum areas 3.27 Resource packs to support development of technologies and expressive arts have been developed by the team of peripatetic teachers. These provide guidance on planning, resources and case studies of good practice 3.28 'Magic of Music' is a four part early years resource funded by the National Youth Music Initiative introducing literacy, numeracy, health and wellbeing and creativity through music. The resource has been created by Arts & Creative Learning in partnership with Drum Fun, NYCoS, Scottish Ballet and a freelance musician. The resource is full of practical cross-curricular learning activities linked to Curriculum for Excellence accompanied by CD’s and DVD’s to support the learning and teaching of songs, rhythm and rhymes. An application has been made to the Scottish Government Innovation Fund in partnership with Moray House to support further development of this work. 3.29 The peripatetic teachers have devised a programme 'Moving to Learn' to support gross and fine motor skill development of children 18 months to 3 years outlining the importance of these skills for future success in learning This is an early intervention approach aiming to identify children requiring additional support . The guidance provides a range of strategies for staff to implement to ensure progression. The training for staff provides gross and fine motor skills progression
Education, Children and Families Committee - 24 May 2016 Page 7
skills checklist, a tracker document for children within early level of Curriculum for Excellence, a baseline motor skills assessment, activity sheets supporting each gross and fine motor skill, parents leaflet informing parents of the importance of gross and fine motor skills and parent postcards to support individual children. This training is currently being rolled out with positive action schools across the city and will subsequently be available through the CPD directory for other staff. We will continue to review the impact of this training. Initial feedback has been very positive. Transitions 3.30 Data has been collected and analysed city wide to look at transition practices and guide a ‘bundle’ approach. In the Queensferry Cluster a series of ‘Moving into Primary One together’ posters are being used by all early years settings to work in partnership with parents to support their child’s transition to primary one. Work is also taking place between a nursery head teacher and health visiting team leader to improve information sharing at home to nursery transition. Family learning colleagues continue to offer a range of transition activities and experiences for families to support the nursery to primary one transition. 3.31 The City of Edinburgh Council transition report has been further developed to take account of the increasing use of the assessment and planning trackers and to streamline paperwork for staff. Almost all establishments use this document for reporting on children’s progress prior to moving on to primary one. This is accompanied by a child's profile which is used to highlight their latest and best example of writing along with a personal statement. Parents are given an opportunity to contribute to both documents. Deferrals 3.32 Deferrals and delayed entry to primary one continue to be reviewed through the deferral panel systems. Parents have been made more aware of active learning approaches within schools and across early years provision. This encourages smoother transition for the children between nursery and primary one. Advice and support is offered to parents who wish to consider a deferral. Parents are offered this support through discussions with nursery staff, child planning meetings, visits to primary one settings and deferral information events. The number of applications for discretionary deferrals has reduced from 159 in 2008 / 2009 to 81 in 2014 / 2015. A reduction of almost 50% over five years Increased hours early learning and childcare 3.33 There has been a working group to develop and extend the flexible delivery of early learning and childcare; plan and organise continued consultation with parents using city wide survey and focus groups to ascertain needs; plan and organise consultation with staff at all levels and unions to take account of specific changes in working patterns; ensure that a minimum of one local authority establishment in each locality that offers flexible delivery to allow city wide access and develop
Education, Children and Families Committee - 24 May 2016 Page 8
policies and procedures to support flexible delivery such as funding, staffing and support for children. 3.34 All children aged 3 to 5 years and eligible two year olds who meet the Scottish Government’s criteria are entitled to 600 hours early learning and childcare. In the main these hours are delivered in 5 x 3 hour 10 min sessions however in some establishments these hours can be accessed more flexibly and can be allocated in 2 x 8 hour sessions or 4 x 4 hour sessions . 3.35 From August 2016 25% of establishments will be offering these flexible options. 3.36 Following the consultation in 2014 six local authority early years settings piloted more flexible models. The option that proved most popular was the ability to purchase additional hours as well as the child’s 600 hours entitlement. 3.37 In some establishments extra hours have been sold to parents. Placement availability is limited and are offered for one year and then reviewed. Priority is given to support parents/carers to work or to take part in training or education, dependant on availability. Placements in some establishments may only be offered in term time and excludes in-service days and public holidays. 3.38 The Scottish Government has announced its intention to increase early learning and childcare hours for all three and four year olds and for eligible two year olds from the current 600 hours per year in nurseries, early years centres, playgroups and childminders to 1140 hours by 2020. 3.39 A further consultation is taking place in 2016 to find out what parents and carers think about the increase, how they have used the increased hours over the last two years and would they use increased hours if they were available. We have asked how they think the hours should be provided in which establishments and if this should be only during term time or some in the school holidays. The survey will close on 6th May. 3.40 In preparation for the planned expansion to 1140 hours, the Scottish Government has asked councils to consult with parents and carers about which models of delivery they would like tested out in practice. The aim of these tests will be to see how best to provide the 1140 hours to all eligible children. Eligible 2 year Olds 3.41 The Scottish Government estimated that over the period 2015 - 2016 approximately 925 two year olds would be eligible to receive the 600 hours of early learning in childcare. This follows the widening of criteria to include all two year olds in households where the income of parents/carers meets the threshold that entitles them to free school meals. In January 2016, 379 children received this service in Edinburgh. 3.42 The Council has expanded its capacity to deliver early learning and childcare to eligible two year olds and this is now available across 20 local authority establishments, including Early Years Centres, and specified nursery schools and
Education, Children and Families Committee - 24 May 2016 Page 9
classes. Future planned building development of nursery provision will also include space for two year olds. The focus for the coming year will be to work on removing barriers to ensure two year olds not taking up their entitlement are reached, to research the impact this service has had on local children and families and to explore how greater flexibility can be offered to parents and carers. Affordable childcare 3.43 21% of children in Edinburgh live in poverty and every ward in the city has a child poverty rate (after housing costs) of 10% or more. Half of all children in poverty are under five years old. Extensive research suggests that the first few years of a child’s life have a large effect on their future outcomes and their future position in the income distribution. A child’s development score at 22 months can serve as an accurate predictor of education outcomes at 26 years (Equality Trust, 2014). Poverty affects children’s health, education, their connection to wider society and their future prospects for work. Child poverty rates are predicted to continue to rise, with one estimate (Save the Children, 2014) that it will reach 28.5% by 2020. The two main pillars of any child poverty strategy must be concerned with maximising household income and improving children’s wellbeing and life chances. 3.44 The pre-school grant for parents using partner nurseries will be increased from £3.50 to £3.60 per hour as from August 2016. 3.45 Following a procurement exercise to increase capacity for families to access subsidised childcare across the city, in areas where this has not been available to date, four providers were awarded contracts in June 2015. These contracts are for two years. The providers are North Edinburgh Childcare, Smile Childcare, Childcare Connections and Kidzcare. Nams 3.46 All City of Edinburgh Council establishments, including Early Years Centres, and 114 partner providers use this system to record details of pre-school children. Payment of the Government’s early learning and childcare funding is calculated via this system. Support and training to users in all centres continues to be provided by the Early Years Team. Discussion continues to take place between the Council and SEEMIS in order to improve the system. Capital Investment 3.47 In August 2015 the replacement nursery class at Duddingston Primary School and new classes at Wardie Primary School and Fox Covert Primary opened. Plans for new buildings agreed by Council are being taken forward at: - Longstone Primary School, - Davidson’s Mains Primary School, - Corstorphine Primary School, and - Granton Early Years Centre
Education, Children and Families Committee - 24 May 2016 Page 10
with opening dates in early 2017. A new nursery class is being planned at Leith Primary School and as part of the new build at St Johns Primary School. The Early Years Team has worked with an Interior Design to research and plan sector leading design in the new nurseries. Research on environments and approaches to effective learning was fundamental in creating a nurturing, holistic and natural environment to best support children’s learning and development. 3.48 The approach being taken forward will focus on 'Place, Practice and People' referred to as '3 Ps'. We will be working closely with these centres to ensure; improvements to the environment, effective use of national and local guidance to support continued development of practice and a review of staffing requirements to enable the delivery of the flexible option. This may include introducing different working hours for some staff. A seminar for all staff involved in this upgrade is planned in May to share these aims and to provide a forum for discussion, debate and sharing practice. 3.49 The early years team are currently sharing the vision and aims of the new builds with other settings which will benefit from some updgrading of existing provision including re- decoration, new flooring and new equipment. Nursery classes at: - Murrayburn PS; - Dalry; - Liberton; - Hermitage Park; - Holy Cross; - The Royal High. The Council’s designer/accommodation planning and one of the Early Years Strategic Development Officers have been working with the schools to make these improvements. 3.50 The Visual Support Project (VSP) is a three tiered structured implementation programme to raise awareness, change practice and improve Visual Symbol Supports (VSS) within early years, mainstream primary and special schools across Edinburgh. The project is a joint venture between the City of Edinburgh Council and NHS Lothian. The projects aims to: - enhance staff confidence, knowledge and practice in the use of VSS; - ensure equal and consistent access to high quality VSS for all children within City of Edinburgh Council educational establishments to meet their communication and educational needs. The project is currently being rolled out across all Council early years services and mainstream primary schools. Currently 17 primary schools (some with nursery classes) have been trained in VSP and plans have been agreed over the next year to provide training for a further 15 schools and early years services.
Education, Children and Families Committee - 24 May 2016 Page 11
Aim Two - to develop a highly skilled and motivated workforce to deliver a high quality early years service Edinburgh Early Learning and Childcare Academy (EELCA) 3.51 EELCA provides a framework for all early years training requirements to facilitate the implementation of the Children and Young People (Scotland) Act 2014. The EELCA team is committed to growing and developing the workforce by providing funding for existing staff to work towards a range of early years qualifications. 3.52 Since August 2014 two groups of students, modern apprentices and trainees have been receiving training from the EELCA team, or from Edinburgh College. In June 2016 twenty two students are due to complete the 2 year training programme, gaining a SVQ level three in Social Services for Children and Young People, a level 7 qualification on the Scottish Credit and Qualifications Framework. They have gained experience working in a range of settings across the city and once qualified can apply for permanent posts or join the early years practitioner supply list from August 2016. 3.53 Thirty new candidates are due to start training in August 2016.We are currently training 8 members of staff to build our internal SVQ assessor team, and plan to build on our team of internal verifiers and trainers. 3.54 The SVQ Programme is part of the wider EELCA supporting continued professional lifelong learning through the following working groups and networks: - BA students network; - New Nursery Teachers Network; - Senior Early Years Officer and Early Years Officer Networks; - Funded Qualifications Group; - Modern Apprentice Early Years Practitioners Working Group; - Trainee Early Years Practitioners Working Group; - Play Training. 3.55 EELCA workforce development funds have supported 56 students to undertake part time level 9 qualifications such as BA Childhood Practice. Six students are currently being funded for the Froebel qualification, four studying for a post graduate diploma and seven students supported to take a range of other qualifications such as SVQ to meet Scottish Social Services Council (SSSC) requirements. Continuing Professional Development (CPD) 3.56 Education Scotland provided support for the launch and implementation of the new document 'How Good is our Early Learning and Childcare' document. Two events were provided for senior managers and practitioners and were well attended. 3.57 The annual Success in the City Roadshow continues to be a well attended event for practitioners across the sector. A range of curriculum good practice and new
Education, Children and Families Committee - 24 May 2016 Page 12
developments are showcased. This event attract over 200 practitioners from all settings. 3.58 The annual early years conference 2016 was attended by over 200 delegates from across the sector. Motivational speakers and seminars covering a wide range of topics support all aspects of curriculum development and aspects of leadership. 3.59 In January 2016, 250 practitioners from early years local authority schools and centres came together for a half day conference. The morning began with a keynote presentation on attachment followed by a range of sharing practice sessions. This event is now a key element of the early years CPD programme 3.60 A support group for teachers 'newly appointed to the nursery' class provides support and advice on specific issues relating to early years. This is well attended and feedback is very positive. 3.61 The early years blog is regularly updated with a wide range of current documentation and presentations. This is particularly useful for partner providers who do not have access to the council 365 Sharepoint. 3.62 The team of peripatetic teachers provide a training programme throughout the year which is responsive to needs and supports recommendations from inspections. Aim Three - to develop universal services in partnership to support all children and families Early Years Collaborative 3.63 The aim of the Early Years Collaborative is: "To make Scotland the best place in the world to grow up, by improving outcomes, and reducing inequalities, for all babies, mothers, fathers and families across Scotland to ensure that all children have the best start in life and are ready to succeed.” The Early Years Collaborative has now been merged with the Raising Attainment for All programme (RAFA). The model for improvement promoted through these programmes has enabled Edinburgh to take forward a range of projects to improve outcomes for children and support for families. Using this model for improvement Edinburgh has developed the ‘bundles’ approach to support early years settings in improving literacy, numeracy and health and wellbeing. This was piloted in nursery classes within the Firrhill cluster and is about to be taken into the nursery classes within schools that are part of the Scottish Government Attainment Challenge. Our work on promoting bedtime reading to support attachment and literacy has also gained wider recognition and the number of early years settings in Edinburgh that have adopted this approach has increased from 21 to 55 in the last year.
Parenting
Education, Children and Families Committee - 24 May 2016 Page 13
3.64 The Psychology of Parenting Project (PoPP) is aimed at improving the availability of high quality evidence – based parenting programmes for parents and carers of three and four year olds with elevated behaviour problems. The two evidence based programmes offered in this project are The Incredible Years and level four Group Triple P. The first wave of the implementation of PoPP has taken place. This involved 19 practitioners from the Council, Health and Third Sector services engaged in the training for The Incredible Years programme. In the second wave a further 18 practitioners were trained and are now delivering this approach. There are currently 8 Incredible Years groups running in the North West and North East localities of the city. We also have eleven practitioners trained and delivering the Triple P Parenting programme. Currently there are two Triple P groups running with another three groups starting between April and June this year. To date we have delivered twenty two Incredible years groups and 10 Triple P groups across the city. 3.65 Our measure of progress within these groups is the use of pre and post strengths and difficulties questionnaires (SDQ). We have found that In Edinburgh our results are consistent with more than 20 years research into these programmes with 69% of children having an improved SDQ score at the end of the group. The Early Years’ service is crucial to the success of the project, in providing delivery and in recruitment of families. Many parents almost 50% are self-referrals. 3.66 PoPP is embarking on several improvement projects some of which Edinburgh are involved with to improve our reach of parents. One of these is to deliver ‘Connecting with Parents Motivations Training’. The aims of this training is to promote the use of strength-based communication and motivational interviewing skills when interacting with parents. Practising these skills within the context of children with elevated behaviour problems can improve parent engagement. The uptake for these courses has been very strong. Two Triple P facilitators have recently taken part in discussion group training. This is a two hour long session for parents that gives them support in managing their child’s behaviour and helps to identify potential participants for future groups. There was much interest in POPP at the Early Years Conference last month with the local PoPP team raising awareness and delivering a short presentation. 3.67 Parenting support can be achieved in early years settings where staff ratios allow In early years establishments where this is not possible an allocation of £900 was granted for the second year to support work with parents. A range of activities took place over session 2015 / 2016 including PEEP, Play at Home, transition activities and focus session on supporting children’s learning at home. Support from this funding is taking place in over 70 settings and the evaluation of these activities is ongoing.
Breakfast clubs
Education, Children and Families Committee - 24 May 2016 Page 14
3.68 Sixty Nine primary schools are currently providing access to a breakfast club. These are detailed in Appendix 2. This represents 78% of all primary schools. A further five clubs are due to start by June 2016 and by August 2016 over eighty of the eighty eight primary schools will provide access to a breakfast club. We are supporting the remaining primary schools to provide access to breakfast club provision. In order to ensure sustainability, a system of charging for attendance is being implemented. This system will be affordable and will ensure free places are preserved to support our most vulnerable families. Support from local businesses and charitable organisations such as Fareshare continues to be fostered. The implementation of the procurement policy which requires contracted organisations to evidence community benefit by supporting breakfast clubs would also extend provision. The existing partnership with AEGON remains pivotal to harnessing and supporting future partnership arrangements with businesses. Playgroup Co-productive models 3.69 In August 2014, the post of an Early Years Strategic Development Officer (EYSDO) was created to support the voluntary playgroups and nurseries. Cooperative working amongst the voluntary playgroups has been established in the South East and South West localities. Initially meetings will be established with the voluntary playgroups and nurseries in the North East and North West localities to explore their interest in working cooperatively. A small grant to support cooperative working has been set up. The playgroup grant for 2016-2017 is £48.020. Fifteen non partner provider voluntary playgroups and nurseries have been successful in their applications to receive a grant to support them with running costs and developing their indoor and outdoor learning environments. http://www.edinburgh.gov.uk/download/meetings/id/48450/item_710 3.70 A priority has been to raise awareness of the risks posed to the management committees of voluntary playgroups and nurseries of being unincorporated organisations in order to give them the opportunity to change their legal status to become incorporated. A guide to support this change in their legal status is being produced by solicitors Morton and Fraser. The EYSDO has been in discussions with the Care Inspectorate about making the process of changing legal status for the voluntary playgroups and nurseries easier and less protracted. 3.71 A programme of training has been established to support the non partner provider voluntary playgroups and nurseries based on their identified needs. Training has been provided for all aspects of curriculum development and for compiling an effective standards quality and improvement plan for management committees. Non partner provider voluntary playgroups and nurseries can now access the council’s resource library.
Out of school care
Education, Children and Families Committee - 24 May 2016 Page 15
3.72 As a requirement of the Children and Young People (Scotland) Act 2014, the Council has a duty to consult, plan and publish plans on how they intend to provide Out of School Care across the Authority. In response to this requirement we have recently carried out a consultation in order to reach as many stakeholders as possible. We have completed a mapping exercise and carried out an audit with ‘for profit’ and ‘not for profit’ out of school care providers. A Survey Monkey has been disseminated to parents and carers across the city with 1448 responses collated and ready for analysis. Focus groups were organised and attended by parents and carers, and young people in order to canvas the views of everyone for whom out of school care could be relevant. The systematic gathering and analysis of data is currently helping us to eliminate existing barriers, identify where challenges are presented, and plan future out of school services for all of our families. Aim Four - Learning through play opportunities and active learning are developed as integral parts of the early year’s service Play in the Home 3.73 Over 50 early years staff received training in play@home, to support parents to play with their children in the home. 3.74 The Edinburgh Playday 2015 event in the Grassmarket was extremely successful attracting around 2500 participants. Playday was supported by 30 volunteers from Council staff and Edinburgh Play Forum partners. Playday aims to inspire parents to provide cheap and easy play activities for their children at home. Edinburgh's Playday 2015 received the highest number of hits recorded on any item on the City of Edinburgh Council's Facebook page and Twitter account. Playday 2016 is currently being planned. Edinburgh's Playcards promoting the benefits of play and providing practical low cost ideas continue to be distributed at Playday and other events, and are available to the public on-line. Play in Nursery and School 3.75 Staff training in outdoor play and active learning continues to be developed with 474 early years staff receiving training in outdoor learning, outdoor play, forest school and forest kindergarten. 3.76 We continue to build on good practice for active learning approaches in the early stages of primary school with 466 primary staff receiving outdoor play training. This includes outdoor learning, forest school, and whole-school loose parts play training for staff where a total of 3610 children participated with the staff receiving practical training in 10 schools. 3.77 The annual Nature Play Conference was held on 12 March 2016 in partnership with the Edinburgh Outdoor Woodland Learning group, with leading speakers and facilitators providing outdoor learning CPD opportunities for 90 delegates at Cramond Primary School. The Care Inspectorate introduced their new guidance promoting children's right to outdoor play 'My World Outdoors', which features Hailesland Early Years Centre, at this event.
Education, Children and Families Committee - 24 May 2016 Page 16
3.78 Support continues to be given to heads of establishment in nurseries and schools wishing to improve their grounds for outdoor play and active learning. 3.79 Play is now a key thread within the work of the Early Years Collaborative. An outdoor play bundle is being developed to promote, measure and improve outdoor play opportunities for children every day in early years settings. Play in the Community 3.80 The Scottish Play Strategy document Play Out of Hours provides a toolkit for schools making their grounds available to communities out of teaching hours. The document features three Edinburgh case studies as good practice: the Council's playground policy principles, adopted by Education, Children and Families Committee as part of the Play Strategy Report, 9 December 2014; Cramond Primary School; and Buckstone Primary School playgrounds. 3.81 Work was carried out to develop an Edinburgh Play Ranger Consortium which gained Inspiring Scotland Go2Play funding. Managed by Smart Play Network, Canongate Youth Project, North Edinburgh Arts and Edinburgh Leisure the play ranger consortium provides weekly outdoor sessions in eight areas in Edinburgh. A week long Play Festival was organised by the consortium during the school break in February 2016. 3.82 Work has been done to develop community street play led by residents in Edinburgh, and a report on Playing Out was adopted by Corporate Policy and Strategy Committee on 12 April 2016 with a recommendation to develop guidelines. Positive Support for Play 3.83 The Edinburgh Play Forum provides a vehicle to support play in Edinburgh city wide. The forum has contributed to developing Edinburgh's Early Years Collaborative aims for play with delivery through forum partners. 3.84 A Playful Edinburgh logo has been developed and is in use by forum partnership members, and for events such as Playday. A Twitter feed called Playful Edinburgh has been established to promote play in Edinburgh and has attracted over 300 followers.
4. Measures of success
4.1 Overall progress is measured using a suite of indicators within the Children and Families Service Plan to ensure that our children have the best start in life, are able to make and sustain relationships and are ready to succeed. 4.2 Outcomes from inspections from Care Inspectorate and Education Scotland provide information on quality across the service
5. Financial impact
Education, Children and Families Committee - 24 May 2016 Page 17
5.1 The Scottish Government has provided additional capital funding to respond to the necessity to deliver additional capacity across the estate as a result of requirements related to the Children and Young People's act (2014). 5.2 Increase in pre-school grant from £3.50 per hour to £3.60 from August 2016. 5.3 All other developments will be funded through the additional revenue budget allocated to local authorities as above.
6. Risk, policy, compliance and governance impact
6.1 The strategy and actions reported do not impact on any existing policy of the Council and there are no health and safety, governance, compliance or regulatory implications that elected members need to take into account when reaching their decision.
7. Equalities impact
7.1 All work within this area seems to address inequalities both in terms of provision of resources and impact on outcomes for children and their families. There are no negative impacts a rising from this work.
8. Sustainability impact
8.1 There are no impacts on carbon, adaptation to climate change or sustainable development arising directly from this report. These matters will be considered as part of the planning, design development and implementation of each individual project involved in the development of the early years estate
9. Consultation and engagement
9.1 The necessary consultation has been undertaken with all key stakeholders in the following areas of development within early years: 9.2 Focus groups of parents and staff to review the expansion of flexibility of hours of early learning and childcare; 9.3 City wide survey to consult with parents on flexibility of delivery of additional hours and proposed increase to 1140 hours; 9.4 Planned engagement with staff at all levels across the sector through newsletters and events including Leading the Agenda, Sharing the Agenda and refresh sessions on "Place, Practice and People"; 9.5 Planned engagement sessions with partner nurseries across the private and voluntary sector. Education, Children and Families Committee - 24 May 2016 Page 18
Alistair Gaw Acting Executive Director Communities and Families Aileen Mclean, Senior Education Manager (Early Stages) E-mail: [email protected] | Tel: 0131 469 3300
10. Links
Coalition Pledges P1 - Increase support for vulnerable children, including help for families so that fewer go into care P6 - Establish city-wide co-operatives for affordable childcare for working parents
Council Priorities CO1 - Our children have the best start in life, are able to make and sustain relationships and are ready to succeed Single Outcome SO3 - Edinburgh's children and young people enjoy their Agreement childhood and fulfil their potential
Appendices 1a Quality Indicators Nursery Classes 1b Quality Indicators Nursery Schools 1c Quality Indicators Partner Providers 2. List of primary schools with access to a Breakfast Club
Education, Children and Families Committee - 24 May 2016 Page 19
SCHOOLS AND LIFELONG LEARNING
Education Scotland Nursery Class Results
August 2015 – July 2016
Key to evaluations: 6 = excellent 5 = very good 4 = good 3 = satisfactory 2 = weak 1 = unsatisfactory
1.1 2.1 5.3 5.1 5.9 Improvements Improvement Publication in Children's Meeting learning The through date performance experiences needs Curriculum self-evaluation Queensferry Primary 26.01.16 School Nursery Class 5 4 5 5 5
g:\cf\common\council_committee_business\reports\01 e,c&f committee\2016\may\8.2 ey strategy\appendix 1a - quality indicators nursery classes.docx
SCHOOLS AND LIFELONG LEARNING
Education Scotland Nursery School Results
August 2015 – July 2016
Key to evaluations: 6 excellent 5 very good 4 good 3 satisfactory 2 weak 1 unsatisfactory
1.1 2.1 5.3 5.1 5.9 Improvements in Children's Meeting learning The Improvement through performance experiences needs Curriculum self-evaluation Publication Date Establishment Name 15.09.15 Tynecastle NS 5 6 6 5 5
G:\CF\Common\Council_Committee_Business\reports\01 E,C&F Committee\2016\May\8.2 EY strategy\Appendix 1b - Quality Indicators Nursery Schools Aug 15 - July 16.docx
SCHOOLS AND LIFELONG LEARNING
Education Scotland Partner Provider Results
August 2015 – July 2016
Key to evaluations: 6 excellent 5 very good 4 good 3 satisfactory 2 weak 1 unsatisfactory
1.1 2.1 5.3 5.1 5.9 Improvements Improvement Publication in Children's Meeting learning The through date performance experiences needs Curriculum self-evaluation 27.10.15 Arcadia Nursery 4 4 3 3 3 Busy Bees Nursery 08.12.15 (Valleyfield St) 4 4 4 4 4 Edinburgh Montessori Arts 15.12.15 School 5 5 5 4 3 Forbes Children’s Nursery 19.01.16 – Claremont Park 4 4 4 4 4 15.03.16 Seabeach Day Nursery 3 4 3 3 3 Bright Horizons @ Rutland 29.03.16 Nursery 5 4 5 4 4 29.03.16 Heriot Hill Nursery 5 5 5 5 5
g:\cf\common\council_committee_business\reports\01 e,c&f committee\2016\may\8.2 ey strategy\appendix 1c - quality indicators pps aug 15 july 16.docx
Appendix 2
Mainstream Primary Schools who are delivering or have access to Breakfast Club Provision across City of Edinburgh Council.
Total number of schools = 69 (88 Mainstream Primary Schools in total)
Abbeyhill Primary School Fox Covert Sciennes Primary School
Blackhall Primary School Fox Covert RC Sighthill Primary School
Bonaly Primary School Gracemount Primary School South Morningside Primary School
Broomhouse Primary School Granton Primary School St Catherine's RC Primary School
Brunstane Primary School Gylemuir Primary School St David's RC Primary School
Bruntsfield Primary School Hermitage Park Primary School St Francis' RC Primary School
Bun-sgoil Taobh na Pàirce Hillwood Primary School St John’s RC
Canal View Primary School Juniper Green Primary St John Vianney RC Primary School
Carrick Knowe Primary School Kirkliston Primary School St Joseph's RC Primary School
Castleview Primary School Leith Primary School St Mary's RC Primary
Clovenstone Primary School Leith Walk Primary School St Mary’s RC (Leith)
Clermiston Primary School Liberton Primary School St Mark’s
Colinton Primary School Longstone Primary School St Ninian's RC Primary
Corstorphine Primary School Lorne Primary School St Peter's RC Primary School
Craigentinny Primary School Murrayburn Primary School Stenhouse Primary School
Craigour Park Primary School Niddrie Mill Primary School The Royal High Primary School
Craigroyston Primary School Oxgangs Primary School Tollcross Primary School
Dalry Primary School Parsons Green Primary School Towerbank Primary School
Davidson's Mains Primary School Pentland Primary School Trinity Primary School
Duddingston Primary Pirniehall Primary School Victoria Primary School
East Craigs Primary School Preston Street Primary School Wardie Primary School
Echline Primary Queensferry Primary School
Ferryhill Primary School Ratho Primary School
Forthview Primary School Royal Mile Primary School
Education, Children and Families Committee
10am, Tuesday, 24 May 2016
Standards and Quality Report 2016
Item number Report number Executive/routine Wards
Executive summary
The purpose of this report is to advise the Education, Children and Families Committee of the Standards and Quality Report 2016. The Standards and Quality Report 2016 is our annual performance report. It highlights the good progress and improvement achieved across all children’s services over the period April 2015 to March 2016, together with the areas requiring continued improvement. Progress refers to the outgoing Children and Families Service Plan 2015- 18 and describes progress towards the seven key strategic outcomes and the priorities as described in the plan.
Links
Coalition pledges P1 – P6 Council outcomes CO1 – CO6 Single Outcome Agreement SO3
Report
Standards and Quality Report 2016
Recommendations
1.1 It is recommended the Education, Children and Families Committee notes the content of the Standards and Quality Report 2016.
Background
2.1 Children and Families is committed to continuous improvement with service planning and performance monitoring at the core. The production and publication of an annual service plan and standards and quality report is now well-established as part of the planning and performance framework. 2.2 The production of the standards and quality report meets the requirement set out in the Standards in Scotland’s Schools (2000) Act for all education authorities to produce such a report. 2.3 The content within the Children and Families Standards and Quality Report is based on the wide range of performance reports and indicators which are regularly reviewed by the Education, Children and Families Committee. It also adheres to the Council’s performance monitoring framework. 2.4 The Council’s Performance Framework is set out in the diagram below and takes account of the Council’s vision for the City, and the three strategic themes which guide the work of all services. Across all these themes, we are committed to providing best value for the people of Edinburgh and to deliver lean and agile Council services. 2.5 Performance Indicators within this report provide an update on progress towards delivery of the Council Strategic theme: improve quality of life.
Education, Children and Families Committee – 24 May 2016 Page 2
Main report
3.1 The purpose of this report is to advise the Education, Children and Families Committee of the Standards and Quality Report 2016. 3.2 The Standards and Quality Report 2016 highlights the good progress and improvement achieved across all Children and Families Services over the period April 2015 to March 2016. It also highlights what we will do next to address areas that have been identified for further development. 3.3 The Children and Families Service Plan for 2015-18 contains a set of indicators and key action for each Strategic Outcome which we have used to measure progress. The Technical Appendix to the Standards and Quality report contains detail of how well we have performed as measured by these indicators and gives a progress update against each action. Below is a summary of whether the indicators have met their targets:
27 indicators have met or exceeded target
18 indicators have met target within agreed tolerances
9 indicators have not met the target
5 indicators are ‘data only’ – do not have a target set either because this is not appropriate or because
3.4 2015/16 has been a year of significant change within the organisation as we reshape services to continue to make improvements, achieve necessary savings and respond to significant budget pressures. These changes involve delivering children’s services within a new Communities and Families service now including responsibility for libraries and sports facilities amongst other areas. Consequently, this will be the last Children and Families Standards and Quality Report in the current format Measures of success
4.1 The annual Standards and Quality Report lays out in detail what progress has been towards meeting the agreed set of Strategic Outcomes and priorities. The technical appendix sets out progress made against the full set of performance indicators and actions presented in the Children and Families Service Plan 2015-18. Financial impact
5.1 There is no financial impact arising directly from this report.
Education, Children and Families Committee – 24 May 2016 Page 3
Risk, policy, compliance and governance impact
6.1 There is no risk, policy, compliance and governance impact arising directly from this report.
Equalities impact
7.1 There is no equalities impact arising directly from this report. Both the Service Plan and the Standards and Quality report make direct reference to equalities implications where appropriate.
Sustainability impact
8.1 There is no sustainability impact arising directly from this report.
Consultation and engagement
8.2 Engagement has taken place with regard to both the Service Plan and Standards and Quality report with managers across Children and Families.
Background reading/external references
Children and Families Service Plan 2015-18
Alistair Gaw Acting Executive Director of Communities and Families Contact: Karen Brannen, Performance Manager E-mail: [email protected] | Tel: 0131 469 3494
Links
Coalition pledges P1 – Increase support for vulnerable children, including help for families so that fewer go into care P2 – Hold the maximum P1 class size at 25 and seek to reduce class sizes in line with Scottish Government recommendations P3 – Rebuild Portobello High School and continue progress on all other planned school developments, while providing adequate investment in the fabric of all schools P4 – Draw up a long-term strategic plan to tackle both over- crowding and under use in schools
Education, Children and Families Committee – 24 May 2016 Page 4
P5 – Seek to ensure the smooth introduction of the Curriculum for Excellence and that management structures within our schools support the new curriculum P6 – Establish city-wide co-operatives for affordable childcare for working parents
Council outcomes CO1 – Our children have the best start in life, are able to make and sustain relationships and are ready to succeed CO2 – Our children and young people are successful learners, confident individuals and responsible citizens making a positive contribution to their communities CO3 – Our children and young people in need, or with a disability, have improved life chances CO4 – Our children and young people are physically and emotionally healthy CO5 – Our children and young people are safe from harm or fear of harm, and do not harm others within their communities CO6 – Our children’s and young people’s outcomes are not undermined by poverty and inequality
Single Outcome SO3 – Edinburgh’s children and young people enjoy their Agreement childhood and fulfil their potential
Appendices Standards and Quality Report 2016 (with Technical Appendix)
Education, Children and Families Committee – 24 May 2016 Page 5
Standards and Quality Report Children and Families 2016
Foreword
We are constantly striving to improve the services we offer to ensure that every child in Edinburgh gets the best start in life. This report demonstrates the progress made over the last year and shows continued improvements in our services and outcomes for children and young people across the city. Staff and Managers are determined to further improve the services we deliver, in the context of declining budgets and increasing demand, and to ensure that we target our efforts and resources where they are most needed. This will continue to be our priority for the coming year. In doing this and despite the current difficult economic circumstances we have a great number of success stories and achievements. The hard work, commitment and resilience of staff was displayed recently through the unforeseen and unprecedented requirement to close a number of schools for safety reasons. Large numbers of staff, both school and centrally based, worked collaboratively to implement alternative arrangements to minimise the disruption to children’s learning and care. We have successfully managed to fulfil the Scottish Government’s commitment to maintain teacher numbers and the pupil:teacher ratios in our schools and the commitments in the Children and Families Asset management plan delivering new standalone extensions at 7 primary schools and three new nurseries. There continue to be improvements in educational attainment with pupils making better than expected levels of improvement in reading and maths and the percentage of school leavers achieving literacy and numeracy levels 4 and 5 improving for the fourth year in a row. We will continue to focus on improving attainment while seeking to reduce the attainment gap, particularly for those living in our most deprived areas and other disadvantaged groups such as looked after children. The highly successful pilot phase of the ‘1 in 5 Raising Awareness of Child Poverty in Edinburgh’ featured an event which highlighted the issue of children living in poverty as one which appears across the whole of the city and sought to examine the cost of the school day and challenge poverty-related stigma. We continue to engage well with parents through the Consultative Committee with Parents and the neighbourhood groups to gain their views and deal with issues that affect them. In addition the consultation with parents on rising rolls and the two thousand parents that have been involved in Raising Children with Confidence has also to be commended. For 2016/17 I remain committed and determined to continue to build on successes and further improve outcomes for all children and young people in Edinburgh.
Councillor Paul Godzik Convener of Education, Children and Families Committee
Children and Families Standards and Quality Report 2016 2
Contents
Page Content
4 Introduction
5 The National and Local Planning Framework
6 Our Strategic Outcomes, Priorities and Pledges
7 Our children have the best start in life, are able to make and sustain relationships and are ready to succeed
9 Our children and young people are successful learners, confident individuals and responsible citizens making a positive contribution to their communities
11 Our children and young people in need, or with a disability, have improved life chances
13 Our children and young people are physically and emotionally healthy
15 Our children and young people are safe from harm or fear of harm, and do not harm others
17 Our children’s and young people’s outcomes are not undermined by poverty and inequality
19 Providing high quality services and making best use of our resources
21 Technical Appendix
Children and Families Standards and Quality Report 2016 3
Introduction
I am very pleased to present our Children and Families Standards and Quality Report for 2016. The report covers the period from April 2015 to March 2016 and sets out how our services have performed during this time. Assessing our progress helps us understand where we need to improve so that we realise our vision for all children and young people in Edinburgh. 2015/16 has been a year of significant change within the organisation with several service reviews starting throughout the year as we reshape services to continue to make improvements, achieve necessary savings and respond to significant budget pressures. These changes involve delivering children’s services within a new Communities and Families service now including responsibility for libraries and sports facilities amongst other areas. Further information can be found in the Council’s Business Plan for 2016-2020. Consequently, this will be the last Children and Families Standards and Quality Report in the current format. Delivery of children’s services continues to be underpinned by a number of key strategies and plans including: • The Edinburgh Guarantee to increase the number of young people leaving school into a positive destination • The inter-agency Corporate Parenting Action Plan to improve opportunities and outcomes for children who are Looked After • Our inter-agency Child Protection Improvement Plan • The Getting It Right For Every Child approach now strengthened through new legislation • The Parental Engagement Strategy with the accompanying action plan • Our Asset management plan This report covers progress in these areas and many others and I invite you to read on to learn more about what Children and Families services have achieved over the past year, where we aim to improve and what we will do next.
Alistair Gaw Acting Executive Director of Communities and Families
Children and Families Standards and Quality Report 2016 4
The National and Local Planning
Framework
Our Vision Our vision is that all children and young people in the city enjoy their childhood and fulfil their potential whatever their circumstances. To achieve this we place children, young people and families at the heart of all our services and provide support when it is needed throughout childhood and the transition to adulthood.
We recognise the need for excellent universal services that build resilience and provide important protective factors. We will do all we can to strengthen support for families and communities to meet their children and young people’s needs. Schools, working jointly with other services, have a key role to play at the heart of their communities in providing a range of services to meet local people’s needs.
We recognise that when children, young people or families need help or support they should get it as quickly as possible, from services that are responsive, appropriate, proportionate and timely and always focused on the best possible outcomes for the children and young people concerned. Our Strategic Outcomes, Priorities for Improvement and
We are working to advance equality and rights, tackle discrimination Capital Coalition Pledges and foster good relations across all our working relationships. We We have continued to make good progress across all seven of our promote respect and integrity and work to ensure that help and support Strategic Outcomes. We have also identified seven Priorities for is provided, wherever possible, by those who know the child, young Improvement based on an assessment of areas where we need to person or family well and understand what they need and what works target more effort to secure improvement, alongside those areas well for them. identified in the recent joint inspection of children’s services and the Capital Coalition Pledges. These priorities have been agreed together As the impact of disadvantage and inequalities on outcomes for with our partners in the Edinburgh Children’s Partnership. Our children and young people is increasingly recognised, tackling this is Strategic Outcomes, their associated Priorities for Improvement and central to achieving our vision. We will work both to tackle the root Capital Coalition Pledges are detailed in the next section. causes, and mitigate the impacts, of poverty and disadvantage and to proactively address inequalities in our planning and service delivery.
Children and Families Standards and Quality Report 2016 5
Our Strategic Outcomes, Priorities and Pledges
1. Our children have the best start in life, are able to make and sustain relationships and are ready to succeed Priority for Improvement: Improve support in early years so that all children reach appropriate developmental milestones Establish city-wide childcare co-operatives for affordable childcare for working parents Capital Coalition Pledges: Hold the maximum P1 class size at 25 and seek to reduce class sizes in line with Scottish Government recommendations 2. Our children and young people are successful learners, confident individuals and responsible citizens making a positive contribution to their communities Priority for Improvement: Reduce the gap in achievement experienced by vulnerable children and young people, particularly those living in deprived areas Rebuild Portobello High School and continue progress on all other planned school developments, while providing adequate investment in the fabric of all schools Capital Coalition Pledges: Draw up a long-term strategic plan to tackle both over-crowding and under use in schools Seek to ensure the smooth introduction of the Curriculum for Excellence and that management structures within our schools support the new curriculum 3. Our children and young people in need, or with a disability, have improved life chances Priorities for Improve and extend help and support for children and families at an early stage so that fewer children need to be looked after Improvement: Improve outcomes for children in need, particularly those who need to be looked after and those with a disability Capital Coalition Pledge: Increase support for vulnerable children, including help for families so that fewer go into care 4. Our children and young people are physically and emotionally healthy Priority for Improvement: Improve mental health and wellbeing outcomes for children and young people 5. Our children and young people are safe from harm or fear of harm, and do not harm others Priority for Improvement: Strengthen our approach to tackling child sexual exploitation 6. Our children’s and young people’s outcomes are not undermined by poverty and inequality Increase the number of young people who enter and sustain positive destinations, particularly those from disadvantaged or Priority for Improvement: marginalised groups Establish city-wide childcare co-operatives for affordable childcare for working parents Capital Coalition Pledges: Further develop the Edinburgh Guarantee to improve work prospects for school leavers 7. Providing high quality services and making best use of our resources Rebuild Portobello High School and continue progress on all other planned school developments, while providing adequate investment Capital Coalition Pledges: in the fabric of all schools Draw up a long-term strategic plan to tackle both over-crowding and under use in schools
Children and Families Standards and Quality Report 2016 All data are for year 2015/16 unless otherwise stated 6
Our children have the best start in life, are able to make and sustain relationships and are ready to succeed How are we doing? • A recent study from Growing up in Scotland highlighted the link • 17 active Early Years Collaborative projects in Edinburgh address between very good grades for quality of care and support and a range of issues to improve outcomes for children subsequent achievement at school. Almost all centres were awarded grades of good or very good for this theme. Kirkliston Primary nursery class was awarded a grade of excellent for Meeting Learning Needs. Inspectors praised ‘the range of stimulating and relevant activities to meet children’s interests both indoors and in the very well-developed outdoor area’ • Established the Quality Assurance Group for Birth to Three to provide a quality assurance framework for staff in early years centres working with babies and young children • Building the Ambition provides detailed, practical guidance on the experiences and interactions necessary to deliver high quality Early
Learning and Childcare for babies, toddlers and young children Royal visit by Countess of Strathearn • Nursery to P1 Transition helped children settle into their new • Eligible three and four year olds have access to 600 hours of early learning environment and contributed to building good relationships learning and childcare in all council early years settings and the between parents and school majority of partner provider settings Pupils entering P1 with a baseline Literacy and Numeracy • Development and design of nurseries at Wardie and Fox Covert score of more than 85 was undertaken using coproduction and co-operative principles 92% with members of their respective communities 90% • Improved opportunities for outdoor play and learning delivered at Literacy 88% Numeracy several early years settings • Early Years Strategic Development Officer created to support 86% 11/12 12/13 13/14 14/15 15/16 voluntary playgroups • 22 Incredible Years and 10 Triple P parenting programmes delivered to 259 parents and carers (63% of these living in areas of • 52 Breakfast Clubs (delivered to 55 schools) are accessed by high deprivation) as part Psychology of Parenting, resulting in 68% primary aged children from across the city of children no longer in high risk behaviour strategy • The annual early years conference 2015, now in its 10th year, was • More than 100 PEEP groups have run with over 600 parents and attended by over 300 delegates from across the early years sector carers learning together with their children across early years and focused on the new national guidelines Building the Ambition settings Edinburgh Children and Families Standards and Quality Report 2016 All data are for year 2015/16 unless otherwise stated 7
What we will do next • Improve support in early years so that all children reach • Continue to improve the quality of early years settings as assessed appropriate developmental and social milestones by Education Scotland and the Care Commission • Hold the maximum P1 class size at 25 and seek to reduce class • More provision for participation in Family Learning will be delivered sizes in line with Scottish Government recommendations to ESOL and Bi-lingual parents in targeted areas • Further develop affordable childcare • Ensure early intervention and support continues throughout the • Continue to improve levels of literacy and numeracy in P1 entire school programme • Develop early years services in all localities and increase the range • Embed and ensure the sustainability and provision of support for of services provided through partnership working and more flexible parents and carers across all 4 localities. This includes use of resources coordinating universal parenting programmes taking place in early • Improvement and commitment to the development of pre-birth to years settings such as PEEP and RCWC and also targeted support as part of the Psychology of Parenting Project. three services will continue, including services for children aged 2 years who meet the criteria for 600 hours of early learning and • Support the Children’s Parliament to evaluate and disseminate the childcare findings of their investigative work with children on bullying
Children and Families Standards and Quality Report 2016 All data are for year 2015/16 unless otherwise stated 8
Our children and young people are successful learners, confident individuals and responsible citizens making a positive contribution to their communities How are we doing? • Self Improving System in Edinburgh schools implemented as a key • 187 talented young dancers and 17 youth companies from across strategy in moving schools from good to great central Scotland performed at DanceFest 2016 with representation • One secondary school was inspected by Education Scotland in from the specialist dance department at Broughton High School 2015/16 receiving two evaluations of very good and three of good • The entitlements of the Broad General Education of Curriculum for Excellence have now been implemented and schools are in year three of the implementation of the new qualifications • Continued improvements in attainment including 31.9% of pupils gained five or more Highers, up from 30.4%, above the national average of 29.3% • During 2014/15, 5,071 young people participated in the Duke of Edinburgh Award with 46 gold, 164 silver and 448 bronze awards achieved with 19% of young people starting an award living in Edinburgh’s deprived areas • In 2014/15, attendance at primary was down from 95.5% to 95.1%, at secondary it was down from 93.0% to 92.5% • Permanent exclusions remained at 0 in 2014/15, down from 21 in • Nearly 19,000 children and young people were learning to play a 2011/12 musical instrument through the Instrumental Music Service and the • 8.3 (down from 10, national figure is 9.0) pupils per 1,000 excluded Youth Music Initiative and over 5,000 pupils in mainstream schools at primary and 37.9 (down from 39, national figure is 49.6) at accessed the free instrumental music tuition secondary in 2014/15 • In November 2015 500 pupils from Edinburgh’s Instrumental Music • Inclusion Co-ordinator advises schools on alternatives to exclusion Service performed in the annual Fanfare Concert at Tollcross and provides support to challenging child planning meetings Central Hall • The Better Relationships, Better Learning, Better Behaviour • 641 pupils from 19 secondary schools, 26 primary schools and 3 Strategy, Policy and Procedure, including de-escalation strategies, special schools performance in Resonate concerts at the Queen’s have been rolled out to all schools following a wide consultation Hall in March 2016 process • 2 Creative Learning Interdisciplinary Learning projects engaged • 66 schools (55 primary, 4 secondary and 7 special) now registered with 876 pupils and 60 staff from 4 secondary schools, 7 primary and working at various stages of Rights Respecting School Award schools and 3 special schools
Children and Families Standards and Quality Report 2016 All data are for year 2015/16 unless otherwise stated 9
What we will do next • Reduce the gap in achievement experienced by vulnerable children • Monitor through discussions and survey how the Better and young people, particularly those living in deprived areas Relationships, Better Learning, Better Behaviour Strategy, Policy • Increase the number of young people who enter and sustain and Procedure is embedding into all schools positive destinations, particularly those from disadvantaged or • Continue to promote local schools for local children though media marginalised groups campaigns and open days • Continue to ensure the smooth introduction of the Curriculum for • Continue to improve attainment in literacy and numeracy at all Excellence and that management structures within our schools levels support the new curriculum • Increase opportunities to develop citizenship and wellbeing through • Continue to deliver strategies to improve children and young accreditation of schools as Rights Respecting Schools people’s health and wellbeing • Continue to increase the use of joint practice by • Continue to improve employability skills to support all young people neighbourhood/strategic groups senior leaders to identify strengths to a sustained positive destination and areas for improvement in performance as part of the ongoing • Continue to develop the self improving approach to school strategies for further improvement improvement and further develop cluster and locality collaborations • Continue to engage with partners to develop different pathways for between schools and wider partnerships to support this individual young people • The revised attendance procedure for schools, developed in • Ensure that all schools provide opportunities for children and young consultation with school staff, senior managers and partner people to have a say in the running of the school, and are asked for agencies, will be rolled out to schools feedback on their learning experiences • Establish a working group on alternatives to exclusion to review • Recognise and profile wider achievement and develop measures to present guidance in line with the new National Guidance on support performance monitoring exclusions to be launched • Continue to increase the use of more robust self-evaluation to • Continue to monitor attendance on a regular basis, specifically ensure up-to-date, high quality information which is used to guide attendance below agreed levels and attendance of Looked After change in order to improve outcomes for young people Children • Continue to improve the quality of education as part of moving • Discuss areas of concern with schools and disseminate good schools from good to great practice
Children and Families Standards and Quality Report 2016 All data are for year 2015/16 unless otherwise stated 10
Our children and young people in need, or with a disability, have improved life chances How are we doing? • Around 1,400 children need to be looked after in Edinburgh • 443 young people receive a service from the Throughcare and • The rate per 1,000 of children (aged 0-17) who need to be looked Aftercare team after improved from 16.9 to 16.8 (14.9 nationally) • 68% of formerly looked after children had a pathway plan in place • Foster with Edinburgh campaign successful in attracting new foster as at end of July 2015 (up from below 10% in 2010/11) carers with 518 enquiries received during 2014/15 and 29 new • Southhouse, Edinburgh Families Project, Drylaw and Northfield carers approved residential units hold gradings of very good for all four Quality Themes as assessed by Care Commission • 100% of residential care homes have achieved level one Health Promoting Unit status with each unit having a dedicated Health Promoting Unit coordinator • 16 secondary schools supported focus group interviews of children with disability-related additional support needs • Pupils from Pilrig Park took place in a dance workshop with Philip Martin-Neilson from Les Ballet Trockaderos. The workshop took place as part of the Festival Theatre’s outreach work. • 78% of children who have a disability in mainstream secondary education say they enjoy learning at school (up from 62%) • 60% of children placed with a foster carer are placed with City of Edinburgh Council foster carers • 133 out of the 169 children assessed under the new self-directed support process have had a personal budget approved with 35% of • Fostering Network’s Head, Heart and Hands project continued in the 236 existing service users transferred to one of the four options 2014/15 with 59 carers and 19 staff being trained in Social of self-directed support (the target is 100% by end of April 2017) Pedagogy • Increased access to social and leisure activities for children with a • 23% of looked after children are in kinship care disability within universal services including Saturday drop-in • 41 children left care through adoption in 2014/15 sessions organised each week in four community centres • Elected member led Corporate Parenting Member Officer Group providing access to the service for the whole family now well established and monitoring progress of the Corporate • All pupils from special schools pupils attended a second Relaxed Parenting Action Plan pantomime performance, this year Snow white and the Seven • 65% of looked after children were in a sustained positive Dwarfs at the King’s Theatre on 14 January destination after leaving school during 2014/15 (73% nationally) • The Early Years Centre Occupational Therapy Service was • 85% of looked after children achieved 1 or more qualification at transferred to NHS on 1 October 2015 under a 3 year service level SCQF level 3 or better (88% nationally) agreement
Children and Families Standards and Quality Report 2016 All data are for year 2015/16 unless otherwise stated 11
What we will do next • Reduce the gap in achievement experienced by vulnerable children • Use the response to questions on levels of support provided and and young people, particularly those living in deprived areas satisfaction with this for families of children with disabilities to • Improve and extend help and support for children and families at develop an overview of what parents of children with disabilities an early stage so that fewer children need to be looked after think of services across Edinburgh and how they would like to see them improved. • Improve outcomes for children in need, particularly those who need to be looked after and those with a disability • Recruit a Play scheme Co-ordinator to overview the day to day running and to link into the schools involved, so that good • Increase support for vulnerable children, including help for families communication is shared about individual children’s needs with the so that fewer go into care sector providers • Continue to expand the range of foster care and placements • We plan to incorporate elements of the outcomes monitoring available framework which are appropriate to the play scheme service. • Raise the attainment levels of looked after children and young • Improve consistency in the quality and availability of disability people through a range of targeted actions within school settings services provision and as part of the Curriculum for Excellence
• Support all schools to engage in a professional learning programme for all staff to promote equalities with a particular emphasis on children and young people with autism
Children and Families Standards and Quality Report 2016 All data are for year 2015/16 unless otherwise stated 12
Our children and young people are physically and emotionally healthy How are we doing? • 70% of primary schools delivered cycle training in 2014/15 • 114 staff from schools, CEC, Police Scotland and the Voluntary delivered by the city’s Active Schools team Sector trained in the Mentor in Violence Prevention programme, • 60% of P6 (2,153) pupils received cycle training supporting the Mentors in their work of changing attitudes and the culture in their schools and communities where bullying and gender • 57% of those tested in 2014/15 passed swimming level C5 and violence may take place considered safe swimmers • Over 400 parents and carers attended the universal programmes Raising Teens with Confidence and Raising Children with Confidence across schools and settings in Edinburgh
Schools delivering 2 hours/periods quality curriculum PE
100% Primary (P1-P7) 80% Secondary (S1-S4)
60% Special (av. across school)
40% 2011/12 2012/13 2013/14 2014/15 2015/16
• 92% of primary schools, 96% of secondary schools and 100% of special schools met the PE target of 2 hours/periods per week Primary Swimming and Diving Gala, Royal Commonwealth Pool • 95% of those attending Raising Teens with Confidence and Raising Children with Confidence reported increased awareness of • 5.7 pregnancies per 1,000 in under 16-year olds in 2011-13, down promoting children’s mental health and wellbeing and improved from 8.8 in 2008/09 (5.3 nationally, published in July 2015) relationships with their children • 9.4% of P1 pupils in 2014/15 were assessed as at risk of obesity, • A total of 117 parents and carers attended targeted Teen Triple P down from 10.4% and below the national average of 9.8% parenting groups • Scottish Schools Adolescent Lifestyle and Substance Use Survey • 85% of those who attended targeted Teen Triple P parenting 2014 shows reductions in smoking, drinking and drug use groups reported improvements in their teenager’s behaviour and the way they were able to deal with their teenager’s behaviour
Children and Families Standards and Quality Report 2016 All data are for year 2015/16 unless otherwise stated 13
What we will do next • Improve mental health and wellbeing outcomes for children and • Continue to offer support to parents and carers on promoting young people children’s mental health and wellbeing and improving relationships • Engage secondary school staff with Mental Health First Aid for through universal programmes in primary and secondary schools Children and Young People (e.g. Raising Children and Raising Teens with Confidence) and targeted parenting programmes (eg Teen Triple P) • Continue to support staff and increase awareness of how best to support children and young people’s mental health and deal with • Continue to support schools in ensuring delivery of 2 hours/periods wellbeing concerns through roll out of the Supporting Children and of quality curriculum PE Young People guides and associated training (Teenage Brains & • Develop and support resilience work taking place with pupils in Behaviour, Confident Staff, Confident Children etc.) Primary and Secondary schools
Children and Families Standards and Quality Report 2016 All data are for year 2015/16 unless otherwise stated 14
Our children and young people are safe from harm or fear of harm, and do not harm others How are we doing? • In 2014/15, 5.9 per 1,000 children were reported to the Scottish Children’s Reporter Administration for offending, a slight increase on the 2013/14 figure of 5.8 but below the national figure of 6.5 • Inter-agency pre-referral screening continues to keep the number of children referred to the Scottish Children’s Reporter Administration on offence grounds to a minimum (195 in 2014/15, down from 732 in 2008/09)
Number of children and young people referred to the Reporter on offence grounds (rate per 1,000) 30 25 Edinburgh 20 National • 77% of initial and pre-birth case conferences took place within 15 timescales 10 5 • Electronic Interagency Referral Discussion tool (eIRD) continues to 0 be upgraded as required to meet operational demands 08/09 09/10 10/11 11/12 12/13 13/14 14/15 • We have produced an inter-agency learning and development strategy covering child protection, adult protection and domestic • 67% of pupils said that the school was good or very good at abuse dealing with bullying • With over 1,700 inter-agency child protection training places • Robust procedures are in place to enable all schools to meet their offered, we now deliver more inter-agency training than ever before duty in relation to Children Missing from Education • We have developed inter-agency training and guidance to support • Edinburgh’s child protection services were judged to be good by our staff to tackle child sexual exploitation and developed an inter- the Care Inspectorate at the last integrated inspection of children’s agency action plan to tackle sexual exploitation across the lifespan services • We have worked in partnership with Barnardo’s Scotland to • Around 290 children are on the Child Protection Register in undertake specialist Sexual Exploitation Risk Assessment Edinburgh Framework assessments of young people • Of the 396 children registered on the Child Protection Register • A strategic assessment was undertaken in 2015 by the violence during 2015/16, 32 were deregistered within the previous two against women partnership and will be repeated every three years. years. This analyses all statistical data in relation to violence against women in Edinburgh in order to identify trends and priorities Children and Families Standards and Quality Report 2016 All data are for year 2015/16 unless otherwise stated 15
What we will do next • Strengthen our approach to tackling child sexual exploitation • Develop a more efficient and co-ordinated community-based • Increase support for vulnerable children, including help for families response to domestic abuse initially guided by finding out what so that fewer go into care people who have been affected by domestic abuse and have tried to get help think, alongside hearing from staff in a range of services • Continue to promote the Children and Families policy to prevent about their awareness and experience of domestic abuse and respond to bullying and prejudice • Evaluate the work of Strathclyde University on better understanding • Extend the Children’s Parliament project investigating children’s of learning disabilities with a view to sharing it with all secondary thoughts about bullying to a further four schools schools • Review and update the guidance on the procedures in place to enable all schools to meet their duty in relation to Children Missing from Education
Children and Families Standards and Quality Report 2016 All data are for year 2015/16 unless otherwise stated 16
Our children’s and young people’s outcomes are not undermined by poverty and inequality How are we doing? • Eight primary schools taking part in the Scottish Attainment ‘A really useful and thought provoking session. Made me begin to Challenge to identify, prioritise and implement activities to achieve think about how I can make children in my class aware of child poverty improvements in literacy, numeracy and health and wellbeing and how I can ensure I am supporting children living in or just above outcomes for children living in deprived areas the poverty line’ Teacher participant at the ‘1 in 5’ event • 11.8% of pupils living in the most deprived areas of the city gained • Accredited learning offered to adult learners in communications, five or more awards at SCQF Level 6 or above, up from 8.7%, numeracy, problem solving, working with others, IT, childcare and below the national average of 12.7% ESOL, through a flexible but structured program allowing learners • 31.9% of all pupils gained five or more awards at SCQF Level 6 or to learn at their own pace, gain confidence, recognise their above, up from 30.4%, above the national average of 29.3% capabilities and transfer skills to other areas in their lives • Career Ready, a two-year programme aimed at fifth and sixth year students, now established in all secondary schools • Continued commitment to the Edinburgh Guarantee has resulted in 505 identified opportunities for young people in 2015/16
School leavers entering positive destinations
95%
90% Edinburgh National 85%
80%
75% Participants at the ‘1 in 5’ event 2008 2009 2010 2011 2012 2013 2014 2015
• Five primary schools and one secondary school took part in the • 92.3% (up from 91.2%) of school leavers from 2014/15 entered highly successful pilot phase of the 1 in 5 Raising Awareness of positive destinations from mainstream schools (national average Child Poverty in Edinburgh Project designed to examine the cost of was 92.9%) the school day and challenge poverty-related stigma • 93.1% (up from 91.2%) of school leavers from 2013/14 were in a • 112 school staff and partners attended a highly effective Creative sustained positive destination, ahead of the national average of Conversation on poverty led by a young care leaver 91.7%
Children and Families Standards and Quality Report 2016 All data are for year 2015/16 unless otherwise stated 17
What we will do next • Make better use of existing data on our children living in poverty to • Build partnerships with money advice services, including trial improve understanding of who and where they are support with Benefits claims and financial advice at or near Reduce the gap in achievement experienced by vulnerable identified primary schools in one of the new Localities to boost take children and young people, particularly those living in deprived up of available support areas by focussing on the following actions: • Ensure that affordable and accessible breakfast clubs are available • Make available the 1 in 5 Raising Awareness of Child Poverty for all primary school children who wish to attend them training to all schools and other appropriate professionals in • Establish city-wide childcare co-operatives for affordable childcare Edinburgh in order to reduce the cost of the school day, challenge for working parents – ensuring that these are highest possible poverty-related stigma and raise awareness and understanding quality for children amongst key professional staff of the impact of poverty on the • Increase the number of young people who enter and sustain experience of childhood itself, on the experience of education and positive destinations, particularly those from disadvantaged or on future outcomes marginalised groups • Prioritise work with families to improve children’s learning at home, Increase the number of young people who enter and sustain including building strong relationships between parents and positive destinations, particularly those from disadvantaged or schools (through, for example, delivery of FAST and Schools marginalised groups by focussing on the following actions: Partnership) and through supporting schools to build strong • relationships with ‘hardly reached’ families, particularly through Further develop the Edinburgh Guarantee to improve work social and unofficial contact prospects for school leavers • Increase participation in employability-related adult learning, • Develop an Equity Framework for Communities and Families to including literacy, numeracy and ESOL remove cost barriers and ensure equality of access to educational opportunities for children living in poverty. • Increase participation by children and young people from low income families in universal youth work, including high-value • Increase access to and the quality of early learning and play achievement awards experiences for children experiencing poverty, including developing more safe play spaces and strengthening support for child • Increase participation in employability-related adult learning, development in the early years, particularly early language and including literacy, numeracy and ESOL literacy development. • Agree and implement additional measures to reduce and prevent Maximise family incomes by focussing on the following actions: homelessness amongst young people • Provide material support to families with young children experiencing financial crisis
Children and Families Standards and Quality Report 2016 All data are for year 2015/16 unless otherwise stated 18
Providing high quality services and making best use of our resources How are we doing? • Balanced revenue budget for the sixth consecutive year • The five bedded residential resource, Hillview, which was used for • New methodology for allocation of Positive Action funding based families who require overnight crisis provision in Edinburgh merged on Scottish Index of Multiple Deprivation approved, along with with Seaview methodology for evaluating its effective use • 4,900 people took part in this year’s parent/carer survey across • Progress on the Children and Families Asset Management Plan Edinburgh’s schools – a further increase of 6% on the previous monitored on a six-monthly basis by the Education, Children and survey with results showing parents and carers being very positive Families Committee about their child’s experience at school • New standalone extensions at Clermiston, Flora Stevenson, Gilmerton, James Gillespie’s, Pentland, Ratho and Wardie primary schools Staff sickness absence
• New temporary annexe for South Morningside Primary School was 5% opened at the refurbished former Deanbank Resource Centre
4% Children and Families Teachers 3% Council target
2% 10/11 11/12 12/13 13/14 14/15 15/16
• Staff sickness absence across Children and Families improved from 3.94% to 3.76% with teaching staff absence reaching a low of 2.14%, both within the Council target of 4%
• Continued to build on good risk management to develop the risk • Three new nurseries (Fox Covert, Wardie and Duddingston) maturity of the service opened with innovative designs and exciting features such as • First authority in Scotland to roll out a Noro Virus toolkit for schools playzones, views to nature and integrated technology, bringing with Lothian NHS early learning into the future • Defibrillators now installed in all Corporate Council buildings, Secondary and Special Schools
Children and Families Standards and Quality Report 2016 All data are for year 2015/16 unless otherwise stated 19
What we will do next • Hold the maximum P1 class size at 25 and seek to reduce class • Respond to the educational infrastructure requirements arising sizes in line with Scottish Government recommendations from the additional housing identified in the Local Development • Rebuild Portobello High School and continue progress on all other Plan and to rising rolls planned school developments, while providing adequate • Finalise consultation with parents/carers on the Scottish investment in the fabric of all schools Government’s intention to increase funded early learning and • Implement the Children and Families Asset Management Plan childcare hours from 600 to 1140 for 3 and 4 year olds and eligible 2 year olds by 2020 • Further develop the Schools Partnership work with school staff, parents and the local community and the Scottish Parent Teacher • Ensure that commissioning, grant funding and contracting Council processes consistently reflect service area priorities, are shaped by service user feedback and deliver improved outcomes • Establish a new working group to draw up a new Parental Engagement Action Plan
Children and Families Standards and Quality Report 2016 All data are for year 2015/16 unless otherwise stated 20
Children and Families Standards and Quality Report 2016 Technical Appendix
SO1 - Our children have the best start in life, are able to make and sustain relationships and are ready to succeed
2013/14 2014/15 2015/16 Current Indicator Status Latest Note Value Value Value Target Number of early learning and childcare hours per year Eligible three and four year olds have access to 600 hours of early learning provided for children receiving their entitlement in Local 475 600 600 600 and childcare in all council early years settings and the majority of partner
Authority provision provider settings. Where a lack of accommodation restricts additional classes being established, team teaching arrangements are used in accordance with Scottish Percentage of P1 pupils in class sizes of 25 or fewer 99% 99.4% 100% 100% Government guidelines. As at Census in September 2015, there were no P1
classes with a class size of more than 25. The data relates to 0 pupils out of 4501. A Growing Up in Scotland project report has shown that children who Percentage of Care Commission inspection reports experienced high quality care were more likely to show better language skills Not evaluating ‘Quality of Care and Support’ as good or 79% 94.3% - by age five, irrespective of their skills at age three and their background Available above characteristics. The Care Commission have not yet published summary information for 2015/16. Percentage of children entering mainstream P1 with a 90% 90% 91% 92% This figure does not include the figures from the Gaelic Medium School baseline numeracy score of 85 or more Percentage of children entering mainstream P1 with a 89% 88% 88% 90% This figure does not include the figures from the Gaelic Medium School baseline literacy score of 85 or more Numbers of parents and young children participating in The data now includes participation in a number of large scale one-off events 1,350 - 5,210 1,000 family learning opportunities in targeted establishments which accounts for the large increase. Action Progress All schools in Edinburgh follow a progressive phonics programme eg Literacy Rich and SEAL maths. High quality of CPD to improve teacher confidence and attainment is delivered and evaluated every year. All Improve levels of literacy and numeracy at P1 schools have literacy and numeracy as a focus on their improvement plans. Planned, purposeful play provides opportunities to embed and apply children's learning.
Continue to improve the quality of early years settings as assessed by Good practice noted in positive inspection reports has been shared. Detailed progress report available in the Education Scotland and the Care Commission ‘Early Years Strategy Report’ presented to Education, Children and Families Committee on 24 May 2016.
Implement the quality assurance framework for 0-3 in all establishments The quality assurance framework is now implemented in all establishments.
Ensure early intervention and support continues throughout the entire school Support and advice provided to staff in primary one in early literacy and numeracy programmes. programme
Transition document has now been updated with detailed progress presented to the Education, Children and Further develop transition from nursery to primary Families Committee in the Early Years Strategy Report. New contracts issued to 4 childcare providers to provide affordable childcare across a wider range of families. Further develop affordable childcare All children in early years can access increased hours of early learning and childcare.
1 Action Progress Funding has been provided in order to improve the focus on Early Years and parental engagement. Projects Improve the focus on Early Years and parental engagement supported include the Big Bedtime Read and the development of elearning courses. Further information available in the Early Years Strategy Report to Education, Children and Families Committee on 24 May 2016.
Improvement and commitment to the development of pre-birth to three Increased resources have been made available to provide eligible 2 year olds with the option to take up services will continue, including services for children aged 2 years who meet services. the criteria for 600 hours of early learning and childcare
Further develop the Outdoor Play Programme through training programmes Further training and CPD opportunities provided in early years and accessed by 474 staff. The opportunities and pathways for continued professional development have included outdoor play and learning, forest schools and loose parts play.
New services have been opened in localities. The development and design of nurseries at Wardie and Fox Develop early years services in all localities and increase the range of services Covert was undertaken using coproduction and co-operative principles with members of their respective provided through partnership working and more flexible use of resources communities. Availability of affordable childcare has been improved. Trackers for literacy and numeracy have been developed for use in the ante and preschool years to help staff Identify approaches to improve readiness for school including literacy, ensure that children are making good progress in these areas. There is a focus on health and wellbeing numeracy and health and wellbeing indicators and accreditation schemes for early years setting including 'Healthy Early Years', Creating Confident Kids and PEEP.
Develop and deliver the Psychology of Parenting Project in Edinburgh (a Government-backed Psychology of Parenting Project (PoPP) has been implemented in Edinburgh. 22 cluster-based approach to begin with, building to a whole city approach) Incredible Years parenting groups and 10 Triple P parenting groups delivered in Early Years settings.
Subsidised Childcare We have moved from managing grants to commissioning and have a contract for 15/17 for approx. 750 subsidised childcare places per year in four locations, targeted towards supporting low income household parents progressing to work or training. This contract is managed by Capital City Partnership who monitor the impact and outcomes of approximately 750 subsidised childcare places in four locations. Work with partners to develop a ‘Childcare Guarantee’ based on the Edinburgh Guarantee model to encompass childcare to support employment Childcare Information and training and universal breakfast and after-school club provision Enhance and increase accessibility to up to date information on childcare places, availability and prices with the development of an interactive website which is updated directly by providers. Following the advice of ICT colleagues, the decision was reached not to proceed with a bespoke, designed website. An interactive site with searchable features is being developed as part of the move to a new IT provider. The Scottish Government has commissioned an update of the Scotland wide Childcare Information Website which is scheduled to go live in June 2016. This will provide an updated version for use by parents. The entitlement for all 4 year olds and eligible 2 and 3 year olds to be offered their entitlement of 600 hours as recommended in the Children and Young People's Act (2014) has been achieved. New nurseries will open in Increase access to early learning and childcare for all 3-4 year olds and August 2015 at Wardie PS, Fox Covert campus and Duddingston PS. Further new nurseries are planned for eligible 2 year-olds to 600 hours per year Davidson Mains, Longstone, Granton, St Johns Portobello and Corstorphine. Facilities for two year olds have opened in St Josephs/Broomhouse and are underway in Gylemuir and Clermiston.
Evidence use of wellbeing indicators to consistently and holistically assess and An Edinburgh Wellbeing Outcomes Framework (based on the wellbeing indicators) has been developed and meet needs across all children’s service delivery piloted. Training is now complete and all centres have implemented the framework.
Clear accessible information, co-ordination of parenting programmes, staff training and improved signposting Ensure local delivery of an identified range of parent support interventions for parents and carers and staff who work with families, has been developed and is disseminated within each and use feedback data to inform future priorities and influence practice locality by Parent and Carer Support team.
2 SO2 - Our children and young people are successful learners, confident individuals and responsible citizens making a positive contribution to their communities
2013/14 2014/15 2015/16 Current Indicator Status Latest Note Value Value Value Target Percentage of pupils gaining 5+ SCQF awards at Level 6 Data was published by the Improvement Service in January 2016. No targets Not (single year) (Improvement Service Benchmarking 30.4% 31.9% 30.8% set beyond 2015/16 due to the change in the exam system. The national Available Indicator) average was 29.3%. This indicator is defined by the Improvement Service Benchmarking Percentage of pupils gaining 5+ SCQF awards at Level 6 programme. No targets set beyond 2015/16 due to the change in the exam Not in the 20% most deprived areas (Scottish Index of 8.7% 11.7% 12.8% system. The national average was 12.8%. The aim is to close the Available Multiple Deprivation) achievement gap experienced by those living in the most deprived areas in the city. The gap has improved from 21.7 percentage points to 20.1. Latest data is taken from the Scottish Government publication 'The Looked After Children gaining 1 or more qualification at Not - 85% - Educational Outcomes for Looked After Children' published in June 2015 and SCQF level 3 or better Available is a revised indicator. Latest data relates to performance over the school year 2014/15 and shows Percentage of half days attended by pupils in Not 95.5% 95.1% 95.4% an increase on the latest published data for 2012/13 (94.9%) and a slight mainstream primary schools Available decline from 2013/14. The national average was 95.1%. Latest data relates to performance over the school year 2014/15 and shows a Percentage of half days attended by pupils in Not 93% 92.5% 93% steady state from the latest published data for 2012/13 (92.5%) and a slight mainstream secondary schools Available decline from 2013/14. The national average was 91.8%. Latest data relates to performance over the school year 2014/15 and shows a Percentage of half days attended by pupils in special Not 90.4% 89.6% 90.6% decline from the latest published data in 2012/13 (91.7%) and a further slight schools Available decline from 2013/14. The national average was 90.7%. Edinburgh currently offers free tuition in every school according to school roll. Number of pupils in mainstream schools accessing 4,758 4,614 5,038 4,850 This makes a significant contribution to SQA and other accredited awards in instrumental music tuition music. The IMS (SIMD) profile broadly matches that of the city. Number of children and young people learning to play a Continue to ensure that children living in households /areas where access to Not musical instrument through the Instrumental Music - 10,136 10,350 arts and culture is traditionally low are fully supported to participate at no Available Service (IMS) and the Youth Music Initiative (YMS) cost. Number of children and young people accessing screen and media education who gain accredited awards as a - 133 160 140 The vast majority of participants live in areas of multiple deprivation. result Number of young people participating in Duke of Not Record numbers of young people are participating in the scheme. New data 3,633 5,071 4,000 Edinburgh Awards Available available in August 2016. Latest performance is for the year to 31 March 2015 and is the highest Number of young people achieving Duke of Edinburgh Not 616 658 625 recorded to date with 46 gold, 164 silver and 448 bronze. New data available Awards (Gold, Silver and Bronze) Available in August 2016. The data relates to those who have started an award and who live in a Percentage of young people achieving Duke of Not 18% 19% 20% deprived area based on the 30% most deprived areas in Scotland using the Edinburgh awards who live in deprived areas Available Scottish Index of Multiple Deprivation. New data available in August 2016.
3 2013/14 2014/15 2015/16 Current Indicator Status Latest Note Value Value Value Target Rights Respecting Schools is a popular UNICEF programme in Edinburgh. Number of schools with Rights Respecting School Award There are now 66 schools registered and working at various stages of the 17 23 66 40 (at all levels) RRSA. Of this, 55 are primary schools, 4 are secondary schools and 7 are special schools. Work is ongoing to coordinate the assessments and training. Number of children and young people achieving a John Not Muir Award through school and the Outdoor Learning - 1,036 - Available Centres The data is taken from the, now biennial, parent/carer survey. Most recent Percentage of parents of children with additional support data showed that of the 604 parents/carers who said that they considered needs indicating that their child’s learning is progressing 78% - 73% 82% their child to have additional support needs, 73% agreed (26% agreed and well 47% strongly agreed) with the statement ‘My child’s learning is progressing well in relation to these targets’ Number of young people (11-18) taking part in Not Opportunities include open youth club provision, award scheme groups and 7,500 8,185 7,500 structured informal learning opportunities through CLD Available specific activity groups. The aim is to maintain the participation levels. Action Progress
This is now a Key Strategic Priority for all establishments. Numeracy co-ordinator (SEAL) now in post and Improve numeracy at all levels working with schools to introduce SEAL. Improved quality of teaching and learning in primary.
Improve outcomes for all children and young people, including the lowest This is now a Key Strategic Priority for all establishments. achieving pupils
Focus on broad general education in terms of improvement through the National Improvement Framework. Edinburgh established a programme of standardised testing ahead of standardisation and achieving levels Further embed Curriculum for Excellence recommended by the Scottish Government through the National Improvement Framework through which teachers have gained a better understanding of what an achieving a level looks like.
Increase and develop contact time in classroom with non-teaching Initial exploration has led to contractual issues which have not yet been resolved. professionals
Continue to improve the quality of education as part of moving schools from The self-improving system is encouraging collaboration between schools working across their localities with 'good to great' support from their QIOs.
The outwith catchment application asks why parents wish their child to be placed in an outwith catchment Understand and address the reasons why so many parents make out of school. This data has been analysed and the reasons are varied including: childcare, child previously in a catchment requests and encourage local children to attend local schools and school nursery, location of parent employment, house closer to the school and perceived reputation. We will continue to promote local schools for local children through media campaigns and open days. Partnership working between schools and Education Welfare Service ensures targeted intervention and support is effective in improving attendance. RAG analysis of schools weekly attendance data based on whole school and secondary year groups is emailed to all schools to support schools to manage attendance more Continue to improve attendance and reduce exclusions effectively. Schools have procedures in place to organise packages of support as an alternative to exclusion. Inclusion Co-ordinator advises schools on alternatives to exclusions and provides supports to challenging child planning meetings. Improvement work will continue in this area.
4 Action Progress
Roll out the new Better Relationships, Better Learning, Better Behaviour The Better Relationships, Better Learning, and Better Behaviour Strategy, Policy and Procedure including de- Procedure to all establishments escalation strategies have been rolled out to all schools following a wide consultation process.
Rights Respecting Schools is a popular UNICEF programme in Edinburgh. There are now 66 schools registered Increase opportunities to develop citizenship and wellbeing through and working at various stages of the RRSA. Of this, 55 are primary schools, 4 are secondary schools and 7 are accreditation of all schools as Rights Respecting Schools special schools. Work is ongoing to coordinate the assessments and training.
Ensure that those at risk of being educationally disadvantaged are identified Key Priority regarding the achievement gap. Excellence and equity. Using Insight to track groups of young early and collaborative support is targeted people eg EAL, young carers, LAC with regard to attainment.
Continue to increase the use of joint practice by neighbourhood/strategic The self-improving system is now in place. Cross-sector Head Teacher meetings have been introduced to groups senior leaders to identify strengths and areas for improvement in consider more generic issues across the sectors, bringing together all sectors to focus on the key priorities as performance as part of the ongoing strategies for further improvement shared cross-sector priorities. This has led to improving practice and it will continue to be a focus.
Continue to engage with partners to develop different pathways for individual Introduced different pathways through college and business partnerships to enhance the choices for young young people people to achieve more vocational routes. Work in this area is ongoing.
Ensure children and young people with a disability are engaged with and The inclusion agenda ensures all children are supported to overcome barriers preventing their attendance at enjoy attending school mainstream provision. Work in this area is ongoing.
All partners continue to create opportunities for children and young people in areas such as art and creative Maintain a range of opportunities for participation in non-formal learning learning, youth work, sport, health and wellbeing, global citizenship and outdoor learning. Work in this area is activities ongoing. Although this is a challenging target as a result of budget reduction and diminishing resources, participation Increase overall participation in universal youth work levels have been maintained.
Ensure there is clarity regarding child’s planning including format of plans and The Getting it Right of Every Child approach is being used across the city to support the use of child plans expectations of meetings, involvement of parents, young people and partners more effectively.
There is an improving picture in terms of active feedback in schools. The work in Pupil Councils is improving Ensure that all schools provide opportunities to have a say in the running of but in terms of feedback from learning experiences, however, ensuring that children and young people have a the school, and are asked for feedback on their learning experiences say in the running of the school requires continued focus. Five Neighbourhood Groups have now become four Locality Groups and there is continued good attendance. Parents have been involved in various consultations including Rising Rolls and the Better Relationships, Better Improve engagement with parents Learning, Better Behaviour strategies. The third year of the Parental Engagement Action Plan is almost complete and Schools Partnership work with the Scottish Parent Teacher Council has begun. Improvement activity in this area will continue. Continue to increase the use of more robust self-evaluation to ensure up-to- In line with SG much more data driven – PDSA approach to identifying small changes to effect big change. date, high quality information which is used to guide change in order to Planning is improved. improve outcomes for young people
Develop effective self-evaluation involving key strategic leads to inform future Regular meetings lead by QIO. Self-improving network. plans
5 SO3 - Our children and young people at risk, or with a disability, have improved life chances
2013/14 2014/15 2015/16 Current Indicator Status Latest Note Value Value Value Target Through early support for children and families (while still responding to need), we aim to reduce the rate of growth in the number of children who Number of children who need to be looked after (rate 16.9 16.9 16.8 16.7 need to be looked after. The national figure is 14.9. The data is published in per 1,000 0-17) 'Children's Social Work Statistics Scotland, 2014-15' by the Scottish Government on 22 March 2016 and is the position as at end July 2015. The introduction of the Kinship support team has improved capacity to support kinship carers. Performance is monitored on a monthly basis and the figure shown is that as at the end of July 2015. The national figure is 27%. Percentage of the LAC population that is in kinship care 21% 25% 23% 26% The data is published in 'Children's Social Work Statistics Scotland, 2014-15' by the Scottish Government on 22 March 2016 and relates to the position as at end July 2015. The ability to meet the challenging targets is dependent on the success of the recent recruitment drive and future demand for places. The latest data shows a significant improvement to 60%. The national figure (% placed with Local Percentage of children placed with City of Edinburgh 56% 55% 60% 67% Authority foster carers) is 71%, down slightly from 72% in 2014. The data is Council foster carers published in 'Children's Social Work Statistics Scotland, 2014-15' by the Scottish Government on 22 March 2016 and relates to the position as at end July 2015. The data shows a reduction to 10 from 13 in 2014/15 and is published in 'Children's Social Work Statistics Scotland, 2014-15' by the Scottish Number of young people in secure accommodation 12 13 10 8 Government on 22 March 2016 and relates to the position as at end July 2015. Latest data is taken from the Scottish Government publication 'The Looked After Children gaining 1 or more qualification at Not - 85% - Educational Outcomes for Looked After Children' published in June 2015 and SCQF level 3 or better Available is a revised indicator. Latest data is taken from the Scottish Government publication 'The Percentage of Looked After Children in a positive Not 65% 65% 70% Educational Outcomes for Looked After Children' published in June 2015. destination six months after leaving school Available National performance was 73%. Under section 23-24 of the Children (Scotland) Act 1995 the Council has a duty, when asked, to assess the needs of a child or young person affected by disabilities and the carer’s ability to provide care for them. Continuous Percentage of Section 23s assessed within timescale 40% 25% 45% 42% improvement targets have been set. However, the introduction of self-
directed support has resulted in a significant increase in the number of requests for assessment and targets may have to be revised to take this into account. Data is the position as at the end of February 2016. The aim is for all existing service users to transfer to one of the four options Percentage of children who were receiving a service of self directed support within a period of three years from the before 1 April 2014 to have a self-directed support N/A 23% 35% 50% implementation of the Social Care (Self-directed Support) (Scotland) Act (SDS) plan 2013. Data is the position as at the end of February 2016.
6 2013/14 2014/15 2015/16 Current Indicator Status Latest Note Value Value Value Target Percentage of children who have a disability in Data is taken from the biennial self-evaluation survey undertaken in schools. mainstream secondary education who say they enjoy - 78% - 75% Data refers to April 2015. learning at school Action Progress The Corporate Parenting Plan had 38 actions with a number of additional sub-actions across 6 themes. A set Deliver all actions in the city's Looked After Strategy and Corporate Parenting of 9 indicators spread across the themes in the plan gives a broad indication of how well we are doing and Action Plan provide a balanced view in supporting our understanding of our ‘performance’ around Corporate Parenting. The first of two new, flexibly designed residential facilities will be on stream in April 2016. In addition, a Develop deliverable and safe alternative(s) to secure accommodation for dedicated crisis management resource will also be available to provide short term alternatives to secure care. young women at risk Work is ongoing. Three years of net growth in foster care capacity have increased the availability and choice of placement Expand the range of foster care and placements available within the city. 30 new carers will be approved in 2015/16. Work is ongoing. A detailed plan has been drawn up outlining the role of each relevant professional in raising attainment levels Raise the attainment levels of looked after children and young people through of LAC. This information has been agreed at Senior manager level in C&F and we are in the process of rolling a range of targeted actions within school settings and as part of the out the information to all relevant professionals. The new practices are in place from February 2015 are Curriculum for Excellence regularly reviewed at DHT Student Support meetings. Increase access to social and leisure activities for children with a disability by Drop in sessions are available during the Easter and Summer holidays at Braidburn School. The service is improving access to swimming opportunities delivered by Edinburgh Leisure. A new joint transition policy for Health & Social Care and Communities & Families is to be reported to the Develop the 'Transition of Young People from Children's to Adult Services' Education, Children & Families Committee in March 2016. Thereafter budgets are to be realigned alongside policy to take into account the implications of Self-Directed Support the policy. Develop the 'Children and Young People's Autism Strategy for Edinburgh' - to Work is progressing on actions identified within the existing plan. In addition a comprehensive Autism plan is extend the 'Children and Families Autism Plan' to include key priorities for all being prepared for publication by April 2016. children with autism Specific questions included in the parent/carer survey this year, after extensive discussion and piloting with Develop the pupil/carer survey to include specific questions on levels of parents/carers. The questions can also be used by other services and agencies. Feedback will be collated and support provided and satisfaction with this reported on centrally. Develop performance measures to allow monitoring of whether children with a disability are able to access the appropriate supports to enable them to Performance indicators are now in place and will be consistently used when assessing outcomes. experience improved outcomes ASL services have been consolidated into a new structure, cluster teams were established teams from August Develop locality-based ASL service delivery option 2015. A model of collaborative practice is being developed with schools and service partners. A programme is being developed with targeted schools as part of the attainment challenge. Health Visiting Teams have been asked to complete Routine Enquiry of domestic abuse with all new female service users since Dec 2014. The new national Universal Health Visiting Pathway to be introduced in 2016 Analyse the pathway and outcomes from the positive identification of seeks to ensure that all Health Visiting staff are trained and confident in conducting and responding to Routine domestic abuse during routine enquiry Enquiry for domestic abuse and the use of the SafeLives Risk Identifications Checklist (RIC). Case file audits will be conducted to assess the impact of a range of Health Visiting interventions including Routine Enquiry and the SafeLives Risk Identifications Checklist.
7 Action Progress Ensure young carers are identified, recorded and supported within the Considerable progress has been made through the awareness raising work with both staff and pupils in education sector schools. This continues to be a key focus. A working group has been developed comprised of the Drug and Alcohol Partnership Programme Manager, the Child Protection Lead Officer, the Domestic Abuse Lead Officer and the Children and Families Area Coordinator for East Edinburgh. A workshop for named persons in East Edinburgh was delivered and well received. Well Develop tools to support Named Persons when they are working with children being tools have been developed for adults and a further training programme will be scheduled later this year affected by domestic abuse to align with locality changes. Recent training in the Safe and Together model has created 46 Champions across Edinburgh who able to advise other professionals on domestic abuse cases. Champions are also involved in developing guidance for domestic abuse and GIRFEC. The multisystemic Therapy (MST) service has been established to work with families where a young person over age 12 is at risk of being accommodated because of serious behavioural difficulties. 88% of children have been sustained at home. Family Solutions has been established across the city and has worked with over 800 children in need over the Provide earlier support to families experiencing difficulties (with a specific 18 months to December 2014. The desired placement outcome has been achieved in over 90% of cases. focus on substance misuse and domestic violence) to reduce the need for The Family Group Decision Making Service has been expanded to help extended families make plans for their children to become looked after children affected by various risk factors. Over the period of one year, 148 outcomes from 209 family meetings related to reducing the need to take children away from their families (identifying or supporting a kinship placement, agreeing a family plan to keep a child safe at home or rehabilitating a child to the family from a care placement.) Multi agency training, practice development and awareness-raising continue. Good tools produced by Improve knowledge and understanding of Getting it right core components Education Scotland now being used in schools to link Curriculum for Excellence and Getting it right wellbeing indicators. Review of current practice due following revised guidance. Evidence use of wellbeing indicators to consistently and holistically assess and Outcomes Framework – built on wellbeing indicators – has been developed built on very small scale testing. meet needs across all children's service delivery Now moving to second phase of testing in five clusters by June 2016. SDS has only been operational from 1April 2014. We are monitoring the use of our residential services Review availability of support provision to take account of Self-Directed alongside family choices. This work is ongoing and linked to strategic service planning and will be continually Support evaluated regularly and will inform the services required by families in the future. Provide specific parenting support and/or programmes for families of children We currently offer an intensive behaviour service which is home based in partnership with Barnardos. We also with a disability have a small Social Care Workers service that can offer parental support during periods of crisis. Carry out Section 23 assessments as quickly as possible and ensure identified We will look at the current Section 23 Assessment and use the 'lean process' to ensure it is timely and needs are met efficient. This was completed in June 2015. We have held various parent engagement workshops on the introduction of Self-directed support. We bring families and providers together to influence the marker in the third and private sector. We use a quarterly Improve engagement with parents and carers to ensure they are involved in newsletter to all families with a child with a disability via a school bag drop approach. We are also using email service planning and design for children and young people with a disability contact with families to ask their advice on various issues. A bi-annual consultation will take place again in Summer 2016. Introduce consistent outcomes framework to support planning and A revised version of Edinburgh’s wellbeing outcomes (we have stopped using the term ”Framework”) is being commissioning of services for all children and young people from vulnerable trialled on a multi-agency basis during 2016 in five school cluster groups. The Outcomes working Group will groups continue to support learning and the wider introduction of the use of the outcomes in the latter part of 2016. Work to ensure all Child's Plans record review dates for actions and monitor This is a core element of training on Getting it right and SMART planning. However, there is no system in progress appropriately place for systematically monitoring this and work needs to be done to develop a more measurable indicator
8 SO4 - Our children and young people are physically and emotionally healthy
2013/14 2014/15 2015/16 Current Indicator Status Latest Note Value Value Value Target Latest data shows an increase in the number of primary schools able to meet the PE target with 5 additional primary schools meeting the target this year. 2 Percentage of primary schools delivering 2 hours quality primary schools who failed to meet the target, met it in 2014/15. 95% 88% 92% 100% curriculum PE (P1 to P7) Accommodation issues couple with rising rolls were the main reasons cited for not meeting the target. For some schools this issue will be alleviated when new facilities are built. The national figure will be published in June 2016. Latest data shows a sustained number of schools meeting the target with only Percentage of secondary schools delivering 2 periods Portobello not meeting the 2 periods per week of PE. This situation will be 96% 96% 96% 96% quality curriculum PE (S1 to S4) rectified when the new school is built. The national figure will be published in June 2016. Latest data shows that all special schools are now meeting the target of 2 Percentage of special schools delivering 2 hours/periods 92% 83% 100% 100% hours/2 periods of quality curriculum PE. The national figure will be published quality curriculum PE (averaged across school) in June 2016. Latest data is for the City of Edinburgh Council area and refers to school year 2014/15, published in the ISD NHS publication ‘Primary 1 Body Mass Index Percentage of P1 pupils who are at risk of obesity 8.3% 10.4% 9.4% 8.1% (BMI) statistics’ on 16 February 2016. The Edinburgh figure is below the national figure of 9.8%. The NHS Lothian target is 7.4 per 1,000. Data are reported as a three year rolling average. The latest data reported relates to the 3-year period ending Rate (per 1000) of teenage pregnancies amongst under 7.1 6.3 5.7 7.4 December 2013 and is for the City of Edinburgh local council area. The 16 year olds national rate was 5.3 for the same period. The data was published in July 2015. Latest data taken from Scottish Schools Adolescent Lifestyle and Substance Use Survey (SALSUS) 2014. Data is only available at the local level every 4 Percentage of 15 year olds who are regular smokers 6% - - 10% years. Work is ongoing to source more timeous data in the future.
Performance improved from 2010 when it was 13%. National performance improved from 13% to 9%. Latest data taken from Scottish Schools Adolescent Lifestyle and Substance Use Survey (SALSUS) 2014. Data is only available at the local level every 4 Percentage of 15 year olds drinking once a week or 14% - - 15% years. Work is ongoing to source more timeous data in the future. more Performance improved from 2010 when it was 18%. National performance improved from 20% to 12%. Latest data taken from Scottish Schools Adolescent Lifestyle and Substance Use Survey (SALSUS) 2014. Data is only available at the local level every 4 Percentage of 15 year olds who have used or taken 9% - - 10% years. Work is ongoing to source more timeous data in the future. drugs in the previous month Performance improved from 2010 when it was 11%. National performance improved from 11% to 9%. Percentage of primary children who say they can ask for - 88% - 89% Data is taken from the pupil wellbeing survey. help when they need it
9 Action Progress A total of 85 senior (S5/S6) students (from 8 schools) have been trained to deliver the Cool, Calm and Offer S5/S6 pupils opportunities to become peer mentors in mental and Connected Peer Education programme to classes of S1 or S2 pupils. Evaluations from pupils found that it led emotional health programme e.g. 'Cool, Calm and Connected' to increases in confidence, better ways of coping with life's ups and downs and understanding of what affects our wellbeing. Engage secondary school staff with 'Mental Health First Aid for Children and 10 Secondary schools have had staff attend Mental Health First Aid Day courses delivered in conjunction with Young People' the Educational Psychology Team. Engage voluntary sector youth work staff and school nurses with 'Mental 27 members of the Edinburgh School Nursing Service have accessed the MHFA:YP course. 13 have completed Health and First Aid' the course a further 14 are in the process of completing the course. Last year 570 staff (from 8 schools, voluntary organisations etc) attended the training (Teenage Brains and Behaviour series) which accompanies the Supporting Young People (Mental Health and Wellbeing) Guide. Evaluation found 94% found it valuable, 81% felt that their skills/knowledge in area of supporting mental Increase staff awareness of how best to support children and young people's health and wellbeing had greatly improved and a further 90% saying it had had a positive impact on their mental health and deal with wellbeing concerns through roll out of the personal and professional practice. 'Supporting Children and Young People' guides and associated training The Mental Health and Wellbeing team also delivered 50 workshops or conferences to raise awareness of mental health and emotional wellbeing (Linked to the Supporting Children Guides) to over 1700 staff who work with children and young people. Work in this area is ongoing. Last year over 200 parents/carers have attended 21 Raising Children With Confidence courses across the city. Evaluation shows that 98% felt that they had increased understanding of the factors that influences children's mental health and wellbeing, 97% felt it had had a positive impact on the relationship with their child and on their own mental health and wellbeing (92%). Increase parental awareness of how best to support their children's mental Last year 140 parents/carers from 12 Secondary schools have attended Raising Teens With Confidence health and wellbeing and improve relationships through universal courses. Evaluation found 98% reported that the course had increased their understanding and awareness of programmes in primary and secondary schools the factors that influence/affect young people's mental health and wellbeing, 92% said it had had a positive impact on their relationship with their child/children and 87% felt more confident to support their child through the adolescence period. Work in this area is ongoing. Establish a programme to create a 'Healthy Respect' drop-in in or near to all 12 ‘Healthy Respect’ drop-ins are currently available within Edinburgh. Edinburgh schools The universal whole school healthy living programme, Healthy Families Healthy Children is currently being delivered in 8 primary schools in Edinburgh including one Special School. This means that 2558 pupils will benefit from engagement in the programme. Make 'Healthy Families Healthy Children' (HFHC) available to all staff through the CEC CPD programme Both school based programmes have been really well embraced by the school teams this year as schools have actively requested involvement in them. We are planning to conduct evaluations of all three programmes in conjunction with Edinburgh University this coming year. We regularly meet with families and teachers to try and ensure that they have clear channels of communication with us so that we can adapt and develop programmes to meet the needs of future participants. Continue to publicise the package of measures (HFHC, H4U, Get Going, clinical service) in place within schools and communities We regularly conduct user evaluations throughout the Get Going programme to ensure that we’re meeting the expectations of the group. All schools delivering programmes also complete survey evaluations and individual feedback forms.
10 Action Progress The project is now half way through the second year (of 3) of implementation. The agreement with CEC is that 10 secondary schools will participate over the life of the project and that CEC staff (identified as mainly CLD) will support the implementation in schools. . To date 1 school has completed the project (year 1); . 3 schools are currently mid-way through the project Engage selected secondary schools in 'Decipher-Assist' programme and . further 3 schools due to complete between January-March 2016. provide appropriate staff to support delivery of the programme 6 CLD workers have been trained in the approach and are supporting implementation in these schools. Engagement by schools and pupils is strong: by the end of year 2 circa 170 pupils will have undergone a two day training event in order to equip them to become ‘peer influencers’ in relation to tobacco prevention. Feedback from participating schools is overwhelmingly positive both with regards the project organisation and experience for pupils. In school session 2014-15, . 19 CEC primary schools participated in the project . 30 tobacco education lessons delivered to circa 660 pupils Edinburgh primary schools will be encouraged to participate in NHS Lothian In school session 2015-16, 'Smoke Free Homes and Zones' project . 5 schools are participating in the project (circa100 pupils) To date the work that schools have undertaken has contributed to 450 households (circa 860 children resident) in Edinburgh making a ‘smoke-free’ pledge. Discussions are ongoing with more schools. NHS Lothian is funding an 18 month project (May 2015 – December 2016) hosted and managed by Lothian Association of Youth Clubs (LAYC) It provides: Information, advice and training to youth-work services on tobacco prevention approaches including smoke- free policies. CEC youth work services and youth services funded by CEC will review smoking/tobacco policies To date . 6 organisations in Edinburgh have engaged around tobacco policy implementation & development . 2 organisations have involved 8 staff in related training. Allied to this work, LAYC also promotes and administers a small grants scheme on behalf of NHS Lothian. To 21 organisations in Edinburgh have been awarded grants totalling circa £15,750. Good quality of SHARE training being offered and delivered through Healthy Respect. Ensure consistent delivery of 'SHARE' programme in all secondary schools in Edinburgh Proposal for part-time post to support the improvement of sexual health and relationships learning and teaching in schools including the roll out of SHARE. This is still requiring to be scoped out as focus for this area of work is currently within two other local Introduce 'Zero Tolerance Respect' programme to Edinburgh primary schools authority areas within NHS Lothian boundaries. Develop 'test of change' with young women at risk of non-attendance at This hasn’t progressed. There were initial discussions but nothing has been followed up since Ann Burnett left school to better engage them in learning and reduce risk of unintended the HOTS team. Recent discussions have taken place regarding school attendance work and a meeting is pregnancy planned to look at this.
11 SO5 - Our children and young people are safe from harm or fear of harm, and do not harm others within their communities
2013/14 2014/15 2015/16 Current Indicator Status Latest Note Value Value Value Target The latest data refers to young people exiting the Youth Offending Service Percentage of young people exiting the Youth Offending between April 2013 and March 2014 and as at 31 March 2016 had not re- Service who do not re-enter the Youth Offending Service 85% 86% 71% 87% entered either the Youth Offending Service or the Criminal Justice System. or the Criminal Justice Service within 2 years Data shows a decline. Number of children (rate per 1,000 aged 8-16) referred Not Performance has improved from 8.4 in 2011/12. The target is to maintain the 5.8 5.9 6 to SCRA on offence grounds Available good performance. National performance was 6.5, up from 6.2 in 2013/14. Percentage of children added to the CPR within the last The aim is to minimise but targets are not set as we must respond to need. year who had been de-registered within the preceding 7% 7% 8% - Individuals are monitored on a monthly basis. Of the 396 children registered two years during 2015/16, 32 were deregistered within the previous two years. Percentage of pupils who said their school was good or In the 2014 survey the threshold for the question was raised from ‘good or 75% 73% 67% 77% fairly good at dealing with bullying fairly good’ to ‘good or very good’. Percentage of primary pupils who said they feel safe at Data is taken from the biennial pupil wellbeing survey and shows a slight - 89% - 95% school improvement on the 88% recorded in 2012/13. Percentage of secondary pupils who said they feel safe Data taken from the biennial secondary school pupil survey and shows an - 80% - 88% and cared for in school improvement on the 75% recorded in 2012/13. Action Progress The Children and Families Policy to prevent and respond to bullying and prejudice was updated and approved by the Education Children and Families Committee in May 2015. The Policy and accompanying Procedures Continue to promote the Children and Families policy to prevent and respond have been promoted as good practice by the Equality and Human Rights Commission, LGBT Youth Scotland to bullying and prejudice and the Coalition for Race Equality and Rights in Scotland. The next review will take place in 2017. Meantime all schools are advised to consult on their own policies and procedures and update these during 2017. This was achieved within timescale and is ongoing as part of the continuous learning process. The Senior Manager for Child Protection and Family Support chairs the Learning and Development Sub Group of Edinburgh Child Protection Committee which has put in place an up to date multi agency workforce Lead on Child Protection priorities including sharing of learning on a multi- development strategy. Regular knowledge exchange events based on learning from IRD reviews continue to agency basis and the maintenance and development of tools such as the eIRD engage the multi agency practitioners of IRDs. eIRD has been developed to include new functions over time and the business case for the latest modifications required is ready for consideration by the Child Protection Committee. Safe and Together training has been provided for a multi agency group of practitioners who are now acting as champions of the approach in their services and across the multi agency partnership. A recent additional Implement the 'Safe and Together' approach to families affected by domestic event was delivered to staff who make key decisions about domestic abuse referrals in January 2016. The abuse and evaluate its outcomes for children single agency domestic abuse case file audit which took place in 2014 will be repeated on a smaller scale in May 2016. This will be an opportunity to evaluate practice improvement since the Safe and Together model was implemented. In line with government guidance we have robust procedures in place to enable all schools to meet their duty Monitor and follow procedures for dealing with the number of 'Children in relation to CME. This includes having a dedicated Senior Manager that schools and other services can make Missing from Education' referrals to. All schools regularly monitor attendance to address concerns and irregular attendance is referred to Education Welfare Service. Parents must apply to the authority for all leave in excess of 10 school days.
12 Action Progress The 2016-2018 inter-agency sexual exploitation improvement plan was agreed by the Public Protection Chief Develop an inter-agency child sexual exploitation strategy and procedure for Officers’ Group on 07 March 2016. the city of Edinburgh Inter-agency child sexual exploitation guidance was produced in November 2014. A strategic assessment was undertaken in 2015 by the violence against women partnership and will be Improve identification, recording and awareness of domestic abuse. repeated every three years. This analyses all statistical data in relation to violence against women in Incorporate data into performance reporting to the Quality Assurance Sub- Edinburgh in order to identify trends and priorities. An associated action plan and performance framework Committee of the Child Protection Committee has been developed and is regularly reviewed by the violence against women partnership executive group. Divert more young people, who are already subject to legal orders, away from referral to the Children's Hearing system by use of early and effective Numbers reduced through effective early interventions. interventions and flexible approaches to policing Guidance on chronologies will be reviewed to ensure consistency and then re- issued to the multi-agency workforce. Relevant information about a child and Guidance has been reviewed and agreed by the Child Protection Committee. There is a specific input on family will be shared and decisions will be based upon all available chronologies in our inter-agency training. A briefing note is currently being draft for staff. information. As part of our programme of child protection self-evaluation, a statistically This action has been incorporated into the single agency (social work) and multi-agency case file audit, viable sample of our chronologies will be reviewed on a single-agency basis scheduled for May 2016. File readers have been identified and briefings have taken place during April 2016. against an agreed template ‘Joint approach to participation‘ paper agreed by Children’s Partnership in 2013. Report to Integrated Children’s Services Board in October 2015 on ‘Service user engagement and strategic outcomes’ reiterated Develop a clear strategy which reflects how we actively involve children and commitments in the joint approach paper and provided an update on progress in relation to each Strategic their families in the design and delivery of services Outcome. Children, young people, parents and other stakeholders will be engaged in the preparation of the next integrated children’s services plan, as required by the Children and Young People (Scotland Act) 2014.
SO6 - Our children's and young people's outcomes are not undermined by poverty and inequality
2013/14 2014/15 2015/16 Current Indicator Status Latest Note Value Value Value Target This indicator is defined by the Improvement Service Benchmarking Percentage of pupils gaining 5+ SCQF awards at Level 6 programme. No targets set beyond 2015/16 due to the change in the exam Not in the 20% most deprived areas (Scottish Index of 8.7% 11.7% 12.8% system. The national average was 12.8%. The aim is to close the Available Multiple Deprivation) achievement gap experienced by those living in the most deprived areas in the city. Data is for leavers from 2014/15 school session from mainstream schools. The Percentage of leavers from mainstream schools who go Not target to meet and exceed the national average was met in 2012/13 but not 91.2% 92.3% 92.9% on to positive destinations Available in 2013/14 or 2014/15. 2014/15 shows further improvement. The national figure is 92.9%. Latest data shows that 93.1% of pupils were still in a positive destination, six Percentage of school leavers who are in a follow-up Not Not months after leaving the 2013/14 school session from a mainstream school. 93.1% 91.7% positive destination Available Available Performance showed continued improvement from 83.1% in 2009/10 and exceeded the target level of 91.7% - the national average.
13 2013/14 2014/15 2015/16 Current Indicator Status Latest Note Value Value Value Target Latest data is for leavers from school session 2014/15 and reflects only the number of learners leaving special schools who achieved a positive destination as defined by the Scottish Government. In addition to this a significant Percentage of leavers from special schools who go on to Not 68.2% 57.6% 70% number of leavers from special schools have gone on to an appropriately appropriate and/or positive destinations Available structured destination/package of support to meet their continuing learning needs. No national data about learners from special schools is available for comparison. Percentage of young adults achieving all or part of their Not Not 90% 90% The figure relates to adult literacy and numeracy learners. agreed learning goals Available Available Action Progress A Senior phase strategic group with representatives from Universities, Colleges and Business now oversees Build stronger links with FE/HE, and employers, business and industry the governance of the college partnership. Project completed in 5 primary schools (Dalry, Hillwood, Gracemount, Sciennes, Royal High) and 1 high school (Broughton). Staff training completed, focus groups with pupils and parents completed. Poster competition in Develop measures to 'poverty proof' the school day, starting with a pilot in a primary schools completed. Film project completed in Broughton. Making a Difference Award in the six schools small number of schools based on learning from Newcastle and Glasgow completed. A ‘Top Tips’ document for actions schools can take in relation to child poverty sent to all schools (Pockets) and to be issued to al teachers and other appropriate staff. Staff conference to celebrate the 1 in 5 Project held on 22 March and attended by 141 delegates. The action is completed although improvement activity in this area is ongoing.
Training course for youth workers is developed. It has been delivered twice this year as part of Initi8 to 24 youth workers. It will also be offered, by March 2016, as a stand alone course for upskilling CLD workers in delivering literacy to young adults. This work also needs to be mainstreamed and become part of curricular work in schools. Work is required to understand the extent to which this is happening.
Recovery Essentials is a financial Inclusion and welfare rights project for people in recovery from substance misuse, homelessness or mental health issues. Help is offered with benefits, applying for the first time, ongoing claims and sanctions. Financial inclusion workers are based where people are already accessing help, such as Circle and Edinburgh Young Carers.
Develop a range of youth literacies (including financial literacy) programmes Circle in deprived areas (Prospects) We have been working with Circle since March 2014 to support families with money matters. We have helped 67 people with children over the 18 months we have worked together so far – the vast majority of these have benefited from home visits which overcomes the barriers of travel costs and child care which would otherwise have prevented them from receiving our help. In that time we have increased household incomes for Circle clients by over £160,000 – our persistence in one case helping a decision to recover over £85,000 of suspected benefit overpayment to be written off. Reducing stress around benefits and other money matters enables clients to engage better with other service and allows Circle workers to focus on parenting support and recovery.
Edinburgh Young Carers We have worked with young carers and their families to help them understand and maintain their benefits – caring itself is a big responsibility, managing family finances in complicated times makes that harder. We have
14 Action Progress seen that a stable financial base is important to enable people to function normally and take up opportunities offered to them – it allows people to develop better relationships whether within the family or with services. The young people we have worked with have responded well to our group sessions on benefits, budgeting and other money issues such as credit ratings etc. The sessions incorporate tips on better communication skills which participants have described as helpful in terms of increased confidence to handle money matters. Fostering these skills should have a long term impact on these young peoples’ confidence and ability to manage their money in the future.” Universal community-based youth and children’s provision is underpinned by the four capacities of Curriculum for Excellence and the seven key Children’s Services priorities. It is offered via community centres, other Provide a range of learning opportunities for personal and social development venues and park-based initiatives to 7,168 individual children and young people. In addition, a further 17,000 for children and young people within deprived communities (Prospects) opportunities were taken up by children and young people during the holiday periods. In addition, Circle provides homework support to children in North Edinburgh. Improvement activity in this area is ongoing. Edinburgh College is working in partnership with other organisations to increase the number of young people enrolled in college. Courses offered in outreach locations to reach those furthest from learning: examples are Community based ESOL offered in areas identified as having the most need, Prince’s Trust team programme. Students on outreach courses are then encouraged to progress to college courses. Increase the number of young people, particularly those living in deprived areas, who enrol in Edinburgh College (Prospects) Improved partnership working with schools to raise awareness of college courses with events organised for Head Teachers, Guidance Teachers, DHTs – including provision for young people with additional support needs. Support offered to LAC and young carers. College will guarantee a place to every school leaver who applies to college for academic session 16/17. Attendance Partnership working between schools and Education Welfare Service ensures targeted intervention and support is effective in improving attendance. RAG analysis of schools weekly attendance data based on whole school and secondary year groups is emailed to all schools to support schools to manage attendance more Improve attendance at school and early years establishments, and attainment effectively. and achievement of young people (Prospects)
Attainment Attainment of leavers from school year 2014/15 shows improvement in literacy and numeracy and for tariff scores (lowest 20%, middle 60% and highest 20%). Using data published by the Local Government Benchmarking Framework, latest data for 2013/14 shows that attainment of S4 and S6 pupils in the most deprived areas (SIMD1 and 2) has improved since 2010/11 but is still lower than the national average. The rate of improvement in attainment by the end of S6 in the most deprived areas has increased at a slower rate than the national average. The gap between the attainment of pupils living in the most deprived areas by the end of S4 compared with attainment across the city has narrowed since 2010/11 whilst it has remained steady at the national level. The gap in attainment by the end Reduce the attainment gap between the lowest achieving pupils and their of S6 has widened in Edinburgh although the rate of increase of this gap is slower than at the national level. peers across the city (Prospects) Schools are supported through the use of the Insight system to understand the population living in deprived areas in their school and to allow tracking. Attainment is closely linked to family income levels. Research consistently demonstrates that socio-economic background has significantly more influence on children’s attainment than the school they attend (OECD, 2007; JRF, 2013). Any work to improve attainment must therefore link to strategies to maximise household resources.
15 Action Progress The FAST (Families and Schools Together, run by Save the Children) is being delivered at Clovenstone PS, and the Scottish Parent Teacher Council’s Partnership Schools programme is being piloted at Castleview PS and Forrester HS. Both are aimed at supporting families to better engage with schools and their children’s learning, and adopt an informal, social-based approach to engaging parents. Partnership Schools will extend its work to a new cohort of schools in 2016/17.
Further develop family engagement, including strong home-school Family Learning continues to work across 46 targeted nursery and primary schools to deliver its service to partnerships and particularly for 'hardly reached' families (Prospects) children and families requiring additional support with literacy and pre-literacy attainment. 2,311 parents and children took part in family learning/working with parents activities in 2014/15. There is a particular focus on the nursery/primary transition. New developments include adapting the Raising Children with Confidence for deaf parents, and plans are underway to do the same for parents whose first language is not English. Family Learning and Educational Psychologists are also working on a numeracy project in 5 primary schools. CLD is also delivering the new PEEP curriculum to parents, which includes employability skills. Currently 5,071 young people are participating in the DofE and of these 19% register a postcode from a SIMD Increase participation in high value achievement awards (e.g. Duke of area. The eDofE national data collection system doesn’t currently request a post code and work is underway Edinburgh's Award), particularly by young people living in poverty (Prospects) with the national office to rectify this. It is therefore possible that more than 19% of participants are from deprived areas. Work in this area is ongoing. The Literacies for Employability Pipeline Project focuses on young people aged 16-25 and on all-age job seekers. Aiming to engage with 400 learners from the six most targeted Neighbourhood Partnership areas within 21 months, it engaged over 370 learners in the first 15 months.
166 of the hardest to reach adult learners (and with complex needs) participated in regular learning programmes.
Working with Through Care After Care, 43 care leavers accessed literacy/numeracy and support with dyslexia. This improved budgeting and employability skills. There was also a strong impact in terms of decision-making skills, in preventing homelessness, and improved awareness of the value of positive relationships.
1200 learners attended ESOL courses in 2014/15. 2600 potential learners attended community guidance events. 67% of learners studying in 2014/15 progressed in their language learning and report increased Increase participation in employability-related adult learning, including confidence, being better able to navigate services (e.g. GP), able to understand issues at school and help with literacy, numeracy and ESOL (Prospects) homework, feel more a part of their community, and progressing to higher levels of study. 62% of learners have progressed to vocational level.
Research shows that there is a direct correlation between levels of adult literacy in a family, particularly maternal literacy, and the attainment of children. In 2010, USA researchers funded by the National Institutes of Health concluded that programs to boost the academic achievement of children from low income neighbourhoods might be more successful if they also provided adult literacy education to parents. The researchers based this conclusion on their finding that a mother's reading skill is the greatest determinant of her children’s future academic success, outweighing other factors, such as neighbourhood and family income. Adult literacy provision is therefore an essential component in any strategy to challenge child poverty, contributing as it does to employability and attainment of children.
Improvement activity in this area is ongoing.
16 Action Progress 6 school playgrounds improved or being improved. 20 more are raising, or applying for, funding. Some of these are open outside school hours. Parks in the city have improved. Identify and develop more safe places to play (Places) The Open Space strategy is under review and will make recommendations to review the access standard. 20mph zones launched in April across the city. Also investigating the potential for street closures for play.
Improvement activity in this area is ongoing. In July 2015, 368 pregnant women were receiving Healthy Start vouchers, up from 294 in March 2014. From 10 weeks of pregnancy to 4th birthday, these vouchers are worth £900. The work has also developed further. A Scottish Legal Aid Board-funded welfare rights adviser is based in Granton Information Centre, and advises Support 'Healthy Start' and the uptake of vouchers (Prospects) clients referred from a variety of agencies. 89 families have been referred with a projected total financial gain in 2015/16 of £404k, an average of £4,500 per client. One client has gained £15k. Over half of those accessing support are in work and were unaware of their unclaimed entitlements (e.g. tax credits, benefits) and other help available (debt advice, access to hardship funds). Increase in provision from 475 to 600 hours for 3-5 year olds in term time only. Also available for eligible 2 year olds. Currently, 325 eligible 2s taking places. Investigating provision for school holidays. Building in flexible approaches based around parent needs/work patterns. New approaches being piloted at Dalry, Tollcross, Moffat, Fort, Hope Cottage, Wardie, Duddingston and Fox Covert. Expanding early years service where possible (e.g. Wardie and Fox Covert). New hubs at Gylemuir, Clermiston Development of more flexible and affordable childcare, particularly for early and Hillwood, which have been adapted to take two year olds. years (Pockets) Providing over £1m funding to subsidise childcare at four providers in areas of ‘deprivation’ targeted at parents on low pay. Voucher scheme being piloted in Leith to provide subsidy for parents on low incomes. Plans for a new childcare information website based on a price comparison model.
Improvement activity in this area is ongoing. Purpose of research presented to Foodbank network meeting. Survey created in collaboration with SfC and NHS, and distributed to foodbanks. One foodbank is completing the survey. The other two (Basic Bank and Trussell Trust) reluctant to participate. This is being followed up. New research by CPAG provides a wealth of Work in partnership with foodbanks to better understand reasons why families useful data that can be applied in Edinburgh. This is also being pursued. in poverty are using their services (Pockets) Poor cooperation from foodbanks has made progress with this action very difficult. A recent report from CPAG/Save the Children provides in-depth analysis of reasons why families end up at foodbanks and these findings can be extrapolated for Edinburgh. Recommend that this action is not pursued further. Pupils in 64 primary schools have access to breakfast clubs. Ambition is for all primary schools to have access to breakfast clubs by 2018.
Affordability: . Working in partnership with alternative providers. Alternative providers deliver Breakfast Clubs from Develop more breakfast club provision to ensure access for all children living school premises at low or no cost. in poverty (Prospects) . Set a low cost for Council delivered Breakfast Clubs. E, C & F Committee agreed in October that schools may set charges up to a maximum of £2 per day. Head teachers have discretion to charge less than this. . Implementing a charge for Council Breakfast Clubs: will allow the Council subsidy to schools in more affluent areas to be decreased and resources to be re-directed to schools in less affluent areas.
17 Action Progress . Free places are available for vulnerable families who require additional support. It is recommended that Council Breakfast Clubs adhere to CI National Care Standards as best practice. There is an ongoing review of provision including annual evaluation of each BFC and support and challenge visits.
Number of parent led Breakfast Clubs operating across the city? = 6 Clermiston, South Morningside, St Mary’s Leith, Towerbank, Kirkliston and Longstone.
Number of jointly led provisions i.e. Integrated schools with childcare providers? = 2 East Craigs Primary / Oscars Craigour Primary/ Childcare Connections
Number of children registered in referred Breakfast Club Provision = 59 Drylaw/Ferryhill: 13 Royston/Wardieburn: 18 Venchie: 28
Total number of children registered in SCS funded clubs = 1200 26 Breakfast Clubs benefit 29 schools. Total number of children registered in alternative providers Breakfast Clubs = 503 (17 clubs delivered by 12 providers) Work has begun with Housing and Young People’s Service to understand main areas of work in progress, identify where SO6 can support and add value, and establish contacts.
Youth Homelessness Service works with young people who are homeless or at risk of homelessness. These services have been redesigned and a new foyer approach pilot programme began in August. This is a co- ordinated network of eight organisations providing safe, supported accommodation to homeless and at risk young people and work alongside education, training, mentoring, mediation, counselling, employment support Investigate, with other service areas, measures to reduce and prevent and health improvement services. homelessness amongst young people (Places) Inspiring Leith works alongside local people to build family and community relationships through a range of events and activities. Safe Families for Children Scotland is supporting struggling families to deal with difficulties before they become crises that could result in family breakdown and homelessness. Community volunteers support parents as parents require, with befriending, practical assistance and/or short stay respite accommodation for their children. Parental stress levels have reduced, the number of children on the Child Protection Register has gone down and children have been diverted from LAAC.
18 SO7 - Providing quality services and making best use of our resources
2013/14 2014/15 2015/16 Current Indicator Status Latest Note Value Value Value Target
Revenue outturn as a percentage of the annual budget 100% 100% 100% 100%
The target is to continue to reduce sickness absence levels. Data shows an Percentage of days lost due to staff sickness absence 3.57% 3.94% 3.76% 3.5% improvement although outside the challenging target. Performance remains across Children and Families within the Council target of 4%. The target is to continue to reduce sickness absence levels. Data shows an Percentage of days lost due to staff sickness absence for 3.12% 3.14% 2.13% 3.1% improvement although outside the challenging target. Performance remains teaching staff within the Council target of 4%. Data is from the pupil and teacher census undertaken in September 2015. Pupil:teacher ratios across all primary and secondary 14.3 14.9 14.9 14.9 The national figure is 13.7 and Edinburgh is ranked 31st out of 32 Local schools Authorities. Data taken from the survey of parents /carers from the question ‘Overall, I Percentage of parents/carers satisfied with their school 89% N/A 91% 97% am happy with the school’. Level A = 'Performing well and operating effectively'. Level B = 'Performing Percentage of primary school condition assessed at Level Not adequately but showing minor deterioration'. Target is to maintain at the high 90% 90% 100% A or B Available level. Data is taken from the Scottish Government publication ‘School Estates 2015’ published in December 2015. National average was 84%. Level A = ‘Performing well and operating effectively’. Level B = ‘Performing adequately but showing minor deterioration’. Percentage of secondary school condition assessed at Not 91% 91% 100% Data is based on assumption of all Wave 3 schools being replaced. Data is Level A or B Available taken from the Scottish Government publication ‘School Estates 2015’ published in December 2015. National average was 82%. Level A = 'Performing well and operating effectively'. Level B = 'Performing Percentage of special school condition assessed at Level Not adequately but showing minor deterioration'. Target is to maintain at the high 100% 100% 100% A or B Available level. Data is taken from the Scottish Government publication ‘School Estates 2015’ published in December 2015. National average was 78%. Action Progress Implement the 'Children and Families Asset Management Plan' Work has been progressed throughout 2015-16 and requires to continue during 2016-17
Respond to the educational infrastructure requirements arising from the Work has been progressed throughout 2015-16 and requires to continue during 2016-17 additional housing identified in the 'Local Development Plan' and to rising rolls
A revised version of Edinburgh’s wellbeing outcomes (we have stopped using the term ”Framework”) is being Develop a consistent outcome based approach to child planning across the trialled on a multi-agency basis during 2016 in five school cluster groups. The Outcomes working Group will service area and in partnership activity to measure performance effectively continue to support learning and the wider introduction of the use of the outcomes in the latter part of 2016.
More working groups have been developed to strengthen the consultative approach at the locality level. The Strengthen support for school leadership at all levels working groups are reporting back regularly. Professional Review and Development has been regularised, allowing for early identification of development requirements.
19 Action Progress
A substantial part of the three year parental engagement plan is now complete and the plan will be complete Complete Year Three of the 'Parental Engagement Action Plan' in October 2016.
As part of the Council’s Transformation Programme, the Performance Team transferred into Corporate Strategy and Governance as Early Adopters in July 2015. This has provided the opportunity to work more closely with the Business Intelligence Unit with regard to performance and planning activities including Continue to ensure there are clear, meaningful connections within the inputting directly to the new Council Business Plan. The priorities and objectives for the new Communities and Council's planning framework and with other national planning frameworks, Families Department are clearly articulated within the new Council Business Plan. Following completion of the and that children's services planning responds to the requirements of the reorganisation for Strategy and Insight, the continuing to ensure consistency amongst all Council plans will fall 'Children and Young People's Act' to the Business Partners. Guidance for requirements for children’s services planning is being taken forward through the Performance and Infrastructure Group of the Edinburgh Children’s Partnership. This task is marked as complete but work is ongoing.
Performance Monitoring remains a priority for all staff within the Department, particularly for senior managers Continue to ensure robust performance monitoring at all levels across and particularly within the context of changes to services through the Transformation Programme. The Senior children's services Managers Team continues to focus on performance on a monthly basis. The action is marked as complete for this year but work is ongoing.
The following actions are awaiting an update on progress and will be published when available.
SO1 - Our children have the best start in life, are able to make and sustain relationships and are ready to succeed Explore options for school holiday activity and care provision for children with additional support needs Further develop opportunities for participation in Family Learning in targeted schools and nurseries SO2 - Our children and young people are successful learners, confident individuals and responsible citizens making a positive contribution to their communities Recognise and profile wider achievement as part of a broad and general education and develop measures to support performance monitoring on wider achievement Strengthen support for children with additional support needs Improve community engagement Ensure there are consistent approaches across all schools to assessing and responding to risks and needs SO4 - Our children and young people are physically and emotionally healthy Further develop and strengthen sport, physical activity and outdoor learning provision Raise awareness of, and educate about, healthy lifestyle choices, including healthy eating and promoting greater take-up of school meals Explore rollout of 'Safe Talk' to residential childcare staff and children Adapt programmes in line with emerging evidence from the national Child Healthy Weight group and aim for a city wide agreement on school-based prevention programmes Develop and agree shared care pathways for tier 3 and tier 4 services; identify and address gaps in service provision to support young people with problematic substance misuse and commission as required Engagement of young people in development of the 'Young People's Substance Misuse' service and service evaluation
20 SO5 - Our children and young people are safe from harm or fear of harm, and do not harm others within their communities Children and young people who are offending/or at risk of offending are identified and personalised plans developed SO6 - Our children's and young people's outcomes are not undermined by poverty and inequality Continue to develop the Edinburgh Guarantee and Activity Agreements SO7 - Providing quality services and making best use of our resources Implement the 'Workforce Plan', particularly with regard to recruitment of teachers and ensuring staff have the appropriate skills and services benefit from the best skill mix Implement the 'People Plan' and continue to develop it by responding to staff feedback, immediate priorities are responding to feedback with regard to workload and confidence in the management of change Reduce bureaucracy and consequently increase direct work with service users Ensure that commissioning, grant funding and contracting processes consistently reflect service area priorities and deliver improved outcomes Give greater accountability to head teachers and strengthen accountability: Continue to improve ICT systems and equipment Contribute towards the development and implementation of a framework to support a systematic approach to joint self-evaluation
21 Education, Children and Families Committee
10am, Tuesday, 24 May 2016
Community Learning and Development Annual Report
Item number Report number Executive/routine Wards All
Executive summary
The report includes a summary of Community Learning and Development (CLD) activities, developments and achievements over the last year. It illustrates the diversity of Community Learning and Development including Adult Education and Community- based Adult Learning, Youth Work, Work with Community Centres and Community Development.
Links
Coalition pledges P1, P5, P7, P11, P12, P29, P32, P33, P34 Council outcomes CO1, CO2, CO3, CO4, CO5, CO6, CO9, CO10, CO11, CO14, CO23, CO24 Single Outcome Agreement SO1, SO2, SO3, SO4
Report
Community Learning and Development Annual Report
Recommendations
The Education, Children and Families Committee is asked to: 1.1 Note the developments and achievements detailed in the report.
Background
2.1 The range of CLD provision in Community Based Adult Learning, Youth and Children’s Work and Community Capacity Building is delivered through local neighbourhood teams. The advertised Adult Education Programme is managed centrally from South Bridge Resource Centre and delivered in venues across the city. It includes the adult education programmes delivered through the former community high schools. 2.2 Community Learning and Development in Edinburgh contributes to the National CLD Strategic Guidance which sets out two National Outcomes for CLD as: 1) Improved life chances for people of all ages, through learning, personal development and active citizenship; 2) Stronger, more resilient, supportive, influential and inclusive communities. 2.3 Edinburgh’s seven key Children’s Service’s priorities as outlined in the Children and Families Service Plan 2015-18. The CLD Service Plan, ‘Empowering Communities 2015-16’ Curriculum for Excellence. 2.4 CLD also plays a key role in delivering the outcomes of National frameworks including Statement of Ambition for Adult Learning, Adult Literacies in Scotland 2020, the National Youth Work Strategy and, moving forward, the Community Empowerment Act 2015. In addition CLD’s work contributes to Scotland’s Economic Strategy ‘Investment in Skills and Health’ and ‘A Healthier Scotland’ 2.5 Within the City, CLD contributes to a range of policy themes including the Integrated Literacy Strategy, the draft Integrated Numeracy Strategy, Early Intervention in the Early Years, Equally Well and the Youth Participation Strategy. CLD leads the Edinburgh CLD Partnership, a cross-cutting group of the Edinburgh Partnership. CLD contributes to the Council’s vision, agreed in 2015, primarily within the strategic theme ‘to improve the quality of life for all citizens’. 2.6 During 2015/16 the CLD staffing complement was reduced by 23.95 (FTE) posts. This included staff who chose to leave with VERA, deletion of vacant posts and a vacancy freeze. This total did not include the loss of business
2 Education, Children and Families Committee – 24 May 2016 support posts. There are now 56.7 (FTE) CLD staff in post .This represented a 30% decrease in CLD staffing resources over the previous year. The implications of this reduction are: the re-prioritisation of work areas; doing things differently, and identifying areas of work no longer achievable.
Main report
Notable achievements in 2015/16 include: 3.1 416,590 people each week on average attended CLD provision including opportunities provided in CLD Community Centres. This does not include the City-wide Adult Education Programmes. 3.2 The second year of operation of the online booking for the City-wide Advertised Adult Education Programmes attracted 20,000 enrolments over the year. 3.3 Channel Shift decreased the amount of contacts between the adult education programme staff and the customer due to the overwhelming move to self-service booking of courses by 75% of adult learners 3.4 Liberton Adult Education Programme attracted just under 1,000 online enrolments – a steep increase. Student enrolments almost tripled as did the offer of courses 3.5 25,000 children’s and young people’s opportunities were accessed each term time. 17,000 opportunities were utilised by children and young people during the holiday periods. 3.6 Edinburgh received the first 50 Syrian refugees under the Home Office Vulnerable Persons’ Scheme. The ESOL partnership led by CLD was successful in securing £200,000 to fund additional English language courses for refugees within CLD partner provision. This includes The Welcoming and Saheliya. 3.7 The Drop In project addressed the needs of parents of children with disabilities by providing a whole family, community based provision at weekends. The provision has a strong social focus. 3.8 361 Mentors against Violence Mentors were recruited from 4th, 5th and 6th year school students. They delivered sessions to 1134 younger students from August 2015 3.9 The Celebrating Diversity Project won the Convener’s Award at the Children and Families Awards in November 2015 3.10 The City’s CLD Plan 2015/18 was approved by the Edinburgh Partnership and captured a stronger voice for CLD across the Edinburgh Partnership, with other stakeholders and learners and citizens.
3 Education, Children and Families Committee – 24 May 2016
Advertised Adult Education Programme
3.11 2015/16 saw significant changes in the way CLD delivered the Adult Education Programme. As part of the Community Access to Schools initiative, further integration of the integration of the eight former Community High Schools’ adult programmes with the CLD Adult Education Programme was achieved. Positive outcomes included:
• A single fee structure for all programmes;
• A consistent approach to programme delivery;
• Joint planning leading to a more consistent offer to the public
• A joint communications strategy.
3.12 Delivery of the Programme booking information was through the Join in Edinburgh website. This was very well received by the public, with 75% of enrolments being undertaken online, improving the service to the public and making efficiencies.
3.13 Better quality information was available to the public through the website, resulting in fewer telephone enquiries and fewer complaints
3.14 Efficiencies included a reduction in printing costs and a reduction in postal costs with a stronger focus on social media for publicity. Due to the restructuring of the fee structure a rise in fee income was achieved.
3.15 The breakdown of the adult learner profile remains the same as before: 38.7% are full payers, 43.1% are retired, almost 5% are students and 14% receive a concessionary fee.
3.16 The number of learners with a disability rose to 7.08% on the previous year. The total percentage of those reporting themselves as being members of a minority ethnic group was slightly up from the previous year’s figure of 5.83%
3.17 Around 74% of learners are female. Classes were offered in almost 50 venues throughout the city, mainly in community centres and schools, but also in museums, art galleries, the Zoo, the Festival Theatre and Water of Leith Heritage Centre.
3.18 Classes were offered in partnership with Edinburgh Academy, the Royal College of Surgeons, Inch Park Nursery, the Edinburgh Festival Theatre and Edinburgh’s museums.
3.19 A wide range of subjects was offered including twelve languages, ICT, the arts, history, health, wellbeing and fitness, educational walks and visits, music, creative writing, crafts, practical subjects, and social sciences.
4 Education, Children and Families Committee – 24 May 2016 Impact of Provision 3.20 The impact of the learning was evaluated in the annual student survey. This included learning impact statements including: 1) “Learning a new skill which can help others as well as myself.” “Great to have the opportunity to learn Portuguese at an accessible level in good environment and for an affordable price – especially when there is no other option in Edinburgh at present.” “I’ve sold over 90 paintings with all monies going to Cancer Research – a tremendous boost to me to be able to pass on the pleasures of art to others.” ”It improved my academic knowledge, my critical thinking ability. I also get a lot of friends which is great for me since I’m quite alone in this country “It has helped me considerably at home (in the kitchen) as I live on my own, and cooking skills were poor.” “It keeps me active and more importantly, my brain active.” 2) 96.82%% of students rated their overall experience as good or excellent. 3) 71.05% considered their class to give good or excellent value for money.
Adult Literacy and Numeracy
3.21 In any one week in term time an average of 118 adult literacy and numeracy learners attended provision. 90% of adult literacy learners achieved their learning goals
3.22 Responding to local need, CLD worked with partner agencies to address targeted learners’ needs. Each CLD area team continued to develop a range of partnership arrangements to maximise the effective use of resources for the delivery of adult literacy. One example is a new partnership between literacy staff and Turning Point Scotland Ninety service users attended he project each day and literacy staff delivered a Communication course to service users. There was a particular focus on the use of social media, the preferred way for the organisation and users to communicate. CLD Staff are working towards the users joining in local literacy group provision.
3.23 ‘It’s a great chance for people to come along and learn new things. I want to learn how to send an email and how to use Skype’; Service User
3.24 CLD supported literacy work with Throughcare Aftercare for young people ranging from 16-26 years. 34 care leavers accessed support to suit individual need and circumstances. Skills developed included functional reading/writing skills, budgeting and nutrition, reading for pleasure and to children, improved communication and employability skills and driving theory test revision. Young people benefited from strong positive impacts in terms of decision-making, functional skills, social communication and building positive relationships.
5 Education, Children and Families Committee – 24 May 2016 3.25 Adult literacy learners took part in three sessions to raise their awareness and understanding of the democratic processes. They explored their knowledge of the Parliament and of the voting system. The project aimed to help learners get involved and register to vote in the Scottish Parliament elections.
Family Learning and Working with Parents
3.26 There were 5,210 instances of participation from parents and children in family learning/working with parents activities during the year.
3.27 Family Literacy work with parents in their children’s early years continued to be recognised as a key element of the Integrated Literacy Strategy which seeks to improve literacy outcomes for the lowest achieving 20% of 3 to 18 year olds. CLD’s Family Learning workers engaged with groups of parents and carers to enable them to give support outside school to their children’s early literacy and numeracy. This includes helping parents develop their own adult learning to build capacity and achievement in the family, including the development of their own learning. The work is targeted at parents and carers of children in key primary schools and feeder nurseries where more support is required to address children’s low literacy and pre-literacy attainment.
3.28 Family Learning staff worked across 46 establishments, primarily in target areas, organising a range of literacy-related activities for parents. Core work this year included:
a) Active learning sessions for parents both with and without their children, on topics such as Bloom’s Taxonomy, emergent literacy and numeracy, healthy eating etc, including ESOL and Bi-lingual parents;
b) Book gifting workshops incorporating Bookbug and Reading Rainbows initiatives;
c) Nursery – P1 Transition to help children settle into their new learning environment and contribute to building good relationships between parents and school.
3.29 Pirniehall Primary School is understood to have become the first in Scotland to enrol all of its pupils at the local library as part of a bid to boost literacy. CLD, in partnership with Muirhouse Library and Pirniehall Primary, took every pupil to Muirhouse Library and gave them a membership card, with teams of youngsters participating in induction sessions over two months. The project, which involved 286 pupils, has been completed as part of a Scottish Government-supported drive to encourage as many children as possible to read regularly.
“Literacy is a key element of Curriculum for Excellence, and it’s important for all of our young people to have a love of reading, which I hope will stay with them for the rest of their lives.” Councillor Paul Godzik, Convener Education, Children and Families Committee.
6 Education, Children and Families Committee – 24 May 2016
3.30 Additional Family Learning work was developed or extended in 2015/16: a) What’s the Story photo project (part of the National Read On Get On campaign); b) Bi-lingual parents work with two nurseries in conjunction with National Museums of Scotland; c) An increased number of Family Learning ESOL courses; d) Family Forest schools sessions; e) Increased work with Bi-lingual parents.
Work with Parents 3.31 CLD and school staff worked with Families and Schools Together (FAST) in Craigroyston Primary School. This attracted 17 families and achieved an excellent review from Save the Children. Eight families continue to meet weekly as’ FAST works’, learning new skills, improving their local community and spending quality time with their children
3.32 CLD started to deliver the new PEEP (PEEPLE) curriculum includes employability skills to parents in Wester Hailes. The project was a partnership between CLD and Clovenstone Primary School. This ensured the link to the early literacy and numeracy programme of the nursery and school which not only reinforced this with the children it also allowed the parents to reinforce this learning at home.
3.33 Impact on the learners was strong. The seven parents involved became more confident with their engagement in the school and the wider community. Many progressed on to other groups within the school such as FAST and some developed Clovenstone’s parent council, the first in almost twenty years. The women felt more able to speak with the school and became more confident in engaging in school activities. Some engaged more in Clovenstone Community Centre, joining activities and participating in the management committee. This feedback demonstrated the impact PEEP had on their family and individual lives. Successful completion of the course results in an interview for a place on a childcare course at Edinburgh College
Family and Adult Numeracy 3.34 CLD contributed to the draft Integrated Numeracy Strategy in two particular areas.
3.35 Collaborative Working with Parents/ It’s All About Maths: this joint project between family learning and educational psychology staff researched parental attitudes to numeracy and devised materials for improving parental engagement with numeracy in order to support their children. The project was rolled out to five primary schools. Training was delivered to school staff on Its All About Maths.
3.36 In 2016 CLD’s family learning staff will contribute to the numeracy in P3 (work with parents strand) under the Scottish Attainment Challenge in eight local primary schools.
7 Education, Children and Families Committee – 24 May 2016 3.37 CLD continued to offer city-wide provision free to adult learners in numeracy/ maths. The provision is targeted at adults who wish to make sense of everyday numbers, improve job prospects, give help with budgeting through financial literacy, and help support parents with their children’s maths homework
English for Speakers of Other Languages
3.38 In 2015/16 the Edinburgh Community Learning & Development Partnership received £151,882 to deliver English for Speakers of Other Language (ESOL) provision in local communities.
3.39 During the year, the partnership delivered English language support to 861 students with CLD partners and 180 students within Edinburgh College. CLD partner and Edinburgh college enrolments independently exceeded 1000 students, an increase of 25% demand across the partnership over the last 3 years. Community guidance and integration events attracted over 2,500 adults and children.
3.40 The provision included language courses and SQA certified courses at SCQF levels 2-5; work placement support; family and women only ESOL programmes; ESOL for employability and work based learning Summer Schools; Classes which supported learners to prepare for the UKBA citizenship test; and cultural integration events.
3.41 CLD continued to deliver ESOL Speakeasy programmes for young people aged 15-19 years as part of its ESOL provision. Young people were referred by EAL and school staff from 6 Secondary schools and Skills Development Scotland. They provided additional support for young migrants struggling to improve their reading, writing and communications skills in English whilst preparing for exams and academic qualifications.
3.42 In December 2015, Edinburgh received the first 50 Syrian refugees. The ESOL Partnership 1was successful in securing £200,000 to fund additional English language courses for refugees within CLD partner provision, including The Welcoming and Saheliya. This enabled refugees to learn English quickly, improve communication with local services and feel more included and settled within their local communities. In addition to language courses, CLD Family ESOL programmes were rolled out to refugee and migrant families in selected schools/nurseries. Cultural integration programmes within projects such as The Welcoming, and counselling services for women and young girls in Saheliya were also included in the offer to the new arrivals.
3.43 New Family ESOL programmes proved popular with parents and families, reflecting the growing need for learning English as a second language within local communities. The percentage of BME children in nursery education in 2015 is 30.1%. In addition, 19% of children in primary and secondary schools in 2015 had a home language that was not English.
8 Education, Children and Families Committee – 24 May 2016 3.44 Demand for ESOL remained high. There continued to be clear progression routes for ESOL learners into vocationally focused courses at appropriate levels. 61% of these learners progressed onto the next level. EOSL staff across the partnership worked effectively together to plan and develop consistent provision both avoiding duplication and addressing identified needs.
Accredited Learning
3.45 CLD delivered a range of high quality, tailored accredited learning programs. These included Bitesize Communication units, Numeracy, Childcare and Development as well as National Units. Offering these qualifications through CLD allowed adults, parents and carers to achieve beyond their expectations. A flexible but structured programme allowed learners to learn at their own pace, gain confidence, recognise their capabilities and transfer skills to other areas in their lives. Qualifications included: Child development and play, Communication. ICT, Core Maths and Numeracy. These qualifications ranged from SCQF level 1 – 4 (formerly Standard Grade general level). 56 adult learners achieved an SQA qualification.
3.46 A group was set up in Wester Hailes to study for the SA Childcare and Development SQA qualification delivered over 20 weeks. For some of the learners this was a large commitment and the first qualification they had ever committed to. Some of the group were signposted through a young mums group and for many in the group English was an additional language. The focus was on aspects of child development and key milestones – this SQA is one of the mandatory units for Early Education and Childcare. There was an added benefit of developing communication skills as much of the learning was through discussion, computer skills and literacy skills. They also participated in group presentations which further increased their communication skills
Impact of Community based Adult Learning Provision on adult learners 3.47 Impact measurement of adult learning and education across all provision including giving feedback from 40 learners on the important positive contribution adult learning made to: 1) Employability skills 2) Reduction in social exclusion and isolation 3) Positive contribution to mental and physical health 4) Rise in self-confidence and self-esteem 5) Parental confidence and ability in supporting their children’s learning Partnership Work with the Voluntary Sector : Edinburgh Adult Education Group 3.48 The Edinburgh Adult Education Group is a Voluntary Sector and City of Edinburgh Council partnership of adult educators, working together to improve the quality, range and status of learner-centred adult education in the City. It is also a sub group of the Edinburgh Community Learning & Development Partnership. Last year the group organised the following events.
9 Education, Children and Families Committee – 24 May 2016 The 4th Adult Learners’ Achievement Awards in the City Chambers in May. Around 80 learners celebrated their learning and received awards for their groups. • ‘Addressing Welfare Reform’ – an event for practitioners to discuss the impact of welfare reform on adult learners and hear from agencies about their roles in helping people deal with the changes. • ‘Revisiting Adult Education: the Challenge of Change 40 Years on’ – a seminar organised in collaboration with the University of Edinburgh looking back, and forward to the future of adult education. • Adult Learners’ Voice’ – 40 learners from a range of projects came to the City Chambers to talk about the impact of their learning to councillors. • Activities around Adult Learners’ week and Book Week Scotland.
Youth Work 3.49 CLD’s youth work provision is underpinned by the four capacities of Curriculum for Excellence (successful learners, confident individuals, responsible citizens and effective contributors) and the seven key Children’s Service Priorities. 3.50 Universal community-based youth and children’s provision offered a wide range of learning opportunities and activities via community centres, other local venues and park based initiatives. There are approximately 25,000 children’s and young people’s opportunities accessed each term time. In addition to this, a further 17,000 opportunities were utilised by children and young people during the holiday periods. 3.51 In partnership with Edinburgh Leisure and FABB, CLD continued to deliver the successful Open All Hours Youth Initiative in Leisure Centres, with up to 330 young people attending each week. Examples of effective youth work included: a) CLD in partnership with FABB and the Children & Families Disability Team delivered the Drop In project to address the needs of parents of children with disabilities for a whole family, community based leisure provision where they could meet other parents. The provision was delivered in four Community Centres picked because of their location, layout and accessibility. They were Jack Kane, Carrickvale, Northfield and Royston Wardieburn. At any one time there are between average of 35 families attend the project every Saturday. 38% of the attendees are children with disabilities. The other 62% are siblings and parents/carers. b) “I can come here with my sister. It’s the only group that allows that” A Child “My child is frightened of the gym hall at school as it is noisy and chaotic but the Drop In has been giving him the opportunity to play in the gym hall without any pressure or fear. Since attending the Drop In the school have reported an improvement and advised us that he will now sit in the gym hall and watch the other children. This is actually a huge improvement as he wouldn’t even enter the hall before.” A parent
10 Education, Children and Families Committee – 24 May 2016 c) In partnership with FABB CLD is now pursuing other funding sources to continue this provision d) With external funding CLD and Arts South Edinburgh delivered a program of 18 creative workshops which engaged 85 children including:- circus skills, aerial tasters, mask making, willow & felt making crafts, recycle jewellery and face painting. The workshops enabled the children to develop their personal creativity, team skills and individual confidence especially when performing to an audience during the summer fair or contributing to the making of art works which were displayed in the Gilmerton and Valley Park Community Centres.
e) A CLD youth worker in Schools delivered ‘My Gracemount High School Gardening Group. This was is a group of seven boys and one girl from S1-S3 who met every week for 2 hours and take part in a range of Outdoor Learning experiences initially focussing on gardening projects within the school grounds and later involved Forest School activities such as fire lighting and green wood carving in Ellen’s Glen woods. The students were referred by their guidance teacher and all had social, emotional and behavioural issues around the school. Behaviour was extremely challenging at times but when focussed on a task which engaged them, produced some outstanding results’.
f) CLD in partnership with Bridge 8 ran six week Multi activity programmes specifically designed for 20 young people referred through Guidance as needing extra support at Royal High and St Augustine’s HS. Two additional six week programmes involved 16 vulnerable pupils from Forrester, St Augustine’s, Tynecastle, Craigmount, Queensferry and Royal High School.
g) Additional programmes involving 52 young people took place at weekends and evenings involving Mountain Biking, Canoeing and Sea Kayaking. An eight week environmental programmes in St Augustine’s HS, Forrester HS and Queensferry High School in partnership with the Green Team involved 24 young people
Impact statements from participants included: • “I learnt to communicate with others and not just stay with people that I am familiar with. This helped me be more sociable with others”. • “This training was really good for building our son’s confidence. He had great fun and a real sense of achievement at the end”. A parent
11 Education, Children and Families Committee – 24 May 2016 3.52 ‘Celebrating Diversity’ involved 750 children and young people from St Augustine’s RC High School and East Craigs Primary and 20 adults from the Rannoch Community Choir. In addition around 300 parents, family and members of the community came to see performances and look at the photography exhibition. The project specifically targeted pupils from St Augustine’s who were from a range of cultural heritage and provided a platform to voice their stories, experiences and highlight the diversity of cultures within the school. Celebrating Diversity was a unique and innovative project which explored the notion of identity and related events of the past such as the history of migration to and from Scotland including the Highland clearances to the experiences of economic migrants, refugees and Asylum Seekers in a 21st century Scotland. The Project won the Convener’s Award 2015
3.53 “One of the biggest successes of this project was the number of young people who were involved who are seen as low achievers in the school – this will do wonders for their self-confidence” Member of the Senior Management Team St Augustine’s.
Youth Participation 3.54 The Youth Participation Strategy for Edinburgh includes a variety of elements. In 2015 young people took part in Scottish Youth Parliament sittings, Gatherings, Action Research projects, Youth Talk and Youth Decides events, and dedicated democracy training. The total number of young people involved was in the region of 400. “I enjoyed the teamwork, decision making and making a difference” “I enjoyed discussing issues that meant something to me and being listened to” 3.55 A range of approaches were used to address the key themes of positive destinations, employment, literacy and health and well being. 3.56 Activities included: Action Research Projects, focused on key themes decided by young people, large gatherings, facilitated by the young people to celebrate activity and prioritise for the next year. The Edinburgh members of the Scottish Youth Parliament led the collection of over 12,000 responses for the ‘Lead the Way’ consultation. Young people took part in leadership training including a residential experience and they also planned and delivered a large city wide gathering event. A highlight from the year was the Sex and Relationship Education action research group which prompted the creation of a new city wide post and also won a Children and Families award.
3.57 CLD in partnership with the Inverleith Neighbourhood Partnership (NP) and local young people from Broughton High School organised a ‘Youth Talk’ event at St Stephens church in Stockbridge. It was a very lively event attended by 100 people, 50% of whom were young people of Inverleith. As well as having the opportunity to say what they thought about their local area and services they also took part in a participatory budgeting exercise to spend money ring fenced for youth provision by the NP. This was the second Youth Talk event in North
12 Education, Children and Families Committee – 24 May 2016 Edinburgh, the first one was run in North from a model developed originally in South Edinburgh. Youth Talk leads to youth agencies and other services in the area responding to issues highlighted by local young people. In North Edinburgh Youth Talk also included the first local Youth Awards ceremony at which local young people received awards based on voting by their peers
Young people 16 - 19 3.58 Youth Workers in Schools operated in 11 High Schools, providing in-school support for more vulnerable pupils through one to one sessions, group work, and accredited learning. 3.59 Young people aged 16 – 19 were supported into positive destinations through CLD Activity Agreement Hubs as part of the Edinburgh Employment Pipeline/Edinburgh Guarantee. Activity Agreement Hubs provide individually tailored support to young people furthest away from being able to take up employment/training/college places. 3.60 CLD was represented on the 16+ co-ordinating groups in each of the 23 High Schools, working in partnership with the schools, voluntary organisations and Skills Development Scotland to ensure that each school leaver has the best possible support to move to a positive destination Widening Achievement: Accredited Learning and Curriculum for Excellence 3.61 Curriculum for Excellence recognises the importance of wider achievements across a young person’s life. CLD youth work provided various opportunities, especially across social development and confidence building, and accredited young people’s achievements through Duke of Edinburgh, Junior Award Scheme Schools (JASS), Youth Achievement, Dynamic Youth Award, Saltire Award and other frameworks. CLD staff continued to explore options for sharing these achievements with schools. Much of this delivery was in partnership with schools and local voluntary sector groups. 3.62 Overall, around 150 young people gained accredited awards through CLD specific provision, with many more in schools supported by CLD workers, 35 people were trained using our in house Initi-8 basic youth work course (equivalent to 7 credits at SCQF level 5). Mentors in Violence Prevention 3.63 The Mentors in Violence Prevention (MVP) programme continued to be successfully developed in schools and communities across Edinburgh. With 17 schools implementing the programme this session 361 MVP Mentors from 4th, 5th and 6th year delivered sessions to 1134 younger students since August 2015.
3.64 114 Staff from schools, CEC, Police Scotland and the Voluntary Sector were trained this session making a total of 256 staff trained in Edinburgh since the widening out of the programme. The staff supported the Mentors in their work of
13 Education, Children and Families Committee – 24 May 2016 changing attitudes and the culture in their schools and communities where bullying and gender violence may take place.
3.65 CLD recruited 13 cross sector ‘Train the Trainers’ ensuring the sustainability of the programme within the City. The MVP programme continued to be guided by a strategic steering group, with membership from CLD, Schools, Health & Wellbeing, Voluntary Sector, NHS Lothian and Police Scotland, which reports to the Scottish Government National Steering group a partnership between Building Safer Communities and Education Scotland
Community Centres 3.66 Community Centres are a cornerstone of CLD service delivery. They contribute to community cohesion and social capital. Centres provide learning, social and recreational opportunities within the community as well as a venue for local people to access other services.
3.67 Staff continued their dialogue in consultation with management committees to explore new ways of managing, staffing and resourcing these facilities to allow CLD to be in a position to respond positively to new service challenges and community needs. 23 management committees accepted the invitation for further discussion with CLD management during the year.
3.68 This context for this engagement is guided by new policy and legislation including the Christie Commission, Community Empowerment Act and the Scottish Government’s Strategic Guidance for CLD. Locally public sector reform means increased partnership working alongside increased community involvement in service design and delivery. In tandem with this the requirement for significant budget reductions. The Council’s moves towards greater property rationalisation and enhanced neighbourhood models of service delivery aim to make the best use of Council assets and to deliver local services in a more joined up and relevant way.
3.69 An average of 16950 individual residents of Edinburgh accessed provision in our Community Centres each week. People engaged in informal learning opportunities and participated in community groups and events provided in the centres.
3.70 Leith Community Centre carried out a consultation exercise to find out what local people wanted from the community centre and what people thought of living in Leith. The project culminated in a photographic exhibition attended by 140 people.
3.71 ‘The people are nice. You get a lot of chat at the community centre cafe- otherwise I would just be sitting in the house. It’s brilliant that way!’
14 Education, Children and Families Committee – 24 May 2016 Community Development 3.72 CLD staff are involved in a range of Community Development activity. This involves bringing people together to discover the interests or issues that create common links, building effective and sustainable community organisations and enabling everyone to take part in them on an equal basis. It is entirely consistent with the aims and principles of the Council’s Cooperative Capital and Co- production approach.
3.73 Capacity Building releases and builds upon the strengths and assets that communities already possess and that individuals and outside partners can bring to them. The process can be initiated or supported by people in other organisations, in any sector, who apply the values and competences of community learning and development. Ultimately it works towards community leadership.
3.74 Improving community cohesion and resilience can:
a) Improve the lives of those involved, promote social justice and environmental sustainability;
b) Engage with public agencies in ways which help them to deliver their services more effectively;
c) Build a better, more supportive environment that can prevent social issues from turning into expensive crises.
3.75 The outcomes of successful Community Development included:
a) Increased personal and social skills, learning, and well-being;
b) Joining with others to co-produce services and outcomes;
c) Effective engagement with service providers and policy makers;
d) Acquiring and using assets and resources;
e) Building strong partnership work.
3.76 Examples of work from 2015 follow. In North Edinburgh an International Women’s Day event was attended by over 50 women. It was the third of a series of successful multi-cultural ‘ Getting Together Making a Difference’ events run at Royston Wardieburn Centre organised in partnership with Living in Harmony, North Edinburgh Timebank and local women from the Women’s International Group. The events were a celebration and recognition of how local women had worked to address issues in their communities as well as raising awareness on issues such as immigration and human rights. This lead on to
15 Education, Children and Families Committee – 24 May 2016 further awareness raising sessions organised by CLD on ‘ Poverty and the New Powers for the Scottish Parliament and Human Rights and the Right to Asylum
3.77 CLD staff developed work in Dumbiedykes, including supporting the Braidwood management committee and to explore the idea of a Men’s Shed in the area.
3.78 A new course was delivered to community activists in Dumbiedykes and Leith with support from Edinburgh Tenants’ Federation. The new course increased activists’ awareness of the updated National policy context for community development and community empowerment.
3.79 40 CLD staff attended a peer-organised Poverty and Inequality Conference to raise awareness of, and discuss CLD’s response, to the poverty agenda
3.80 The Edinburgh Active Citizenship Group (members from CLD, the voluntary sector, Edinburgh University) held regular, large scale, participative, free public seminars on a wide range of topical issues, and pre-election ‘hustings’. The aim was to create a space for learning about and debating key issues with academics, media commentators, policy makers, politicians and activists. The group was particularly active in the aftermath of the Scottish referendum, where between 70 and 100 members of the public turned up to 7 events to hear the arguments and discuss the options for Scotland’s future. In the last year the group organised a hustings for the General Election and three seminars – on the subjects of the Transatlantic Trade and Investment Partnership (TTIP): Fracking; and Land Reform (which had 120 participants).
3.81 Edinburgh’s Community Learning and Development Plan 2015-18 was approved by the Edinburgh Partnership in June 2015. The Plan is a requirement within the legislative context for CLD. It contributes to the National Improvement Framework for Scottish Education.
Measures of success
4.1 Priorities for CLD are incorporated into the planning and practice of CLD Teams across the City. These are integrated in to the Children and Families Service Plan. The key measures of success are improved outcomes for children, young people , adults and local communities 4.2 CLD measures of success nationally are : 4.2.1 Improved life chances for people of all ages through learning, personal development and active citizenship; 4.2.2 Stronger, more resilient, supportive, influential and inclusive communities;
4.3 These are measured through CLD service planning processes Education Scotland inspections.
16 Education, Children and Families Committee – 24 May 2016
Financial impact
5.1 There is no financial impact .The work was funded from existing budgets and external funding.
Risk, policy, compliance and governance impact
6.1 There are no adverse impacts arising from this report
Equalities impact
7.1 A detailed Integrated Impact Assessment was carried out for the CLD Plan 7.2 Equalities Training was delivered to Management Committee representatives by CLD and EVOC
Sustainability impact
8.1 The CLD Plan will contribute towards creating long-term, sustainable CLD provision in Edinburgh
Consultation and engagement
9.1 Widespread consultation and engagement was undertaken in producing the CLD Plan
Alistair Gaw Acting Executive Director of Communities and Families Contact: Dinah Pountain, Acting Community Learning and Development Manager E-mail: [email protected] | Tel: 0131 469 3361
17 Education, Children and Families Committee – 24 May 2016 Links
Coalition pledges P1 - Increase support for vulnerable children, including help for families so that fewer go into care P5 - Seek to ensure the smooth introduction of the Curriculum for Excellence and that management structures within our schools support the new curriculum P7 - Further develop the Edinburgh Guarantee to improve work prospects for school leavers P11 - Encourage the development of co-operative housing arrangements P12 - Work with health, police and third sector agencies to expand existing and effective drug and alcohol treatment programmes P29 – Ensure the Council continues to take on apprentices and steps up efforts to prepare young people for work P32 – Develop and strengthen local community links with the police P33 – Strengthen Neighbourhood Partnerships and further involve local people in decisions on how Council resources are used P34 - Work with police on an anti-social behaviour unit to target persistent offenders Council outcomes CO1 - Our children have the best start in life, are able to make and sustain relationships and are ready to succeed CO2 - Our children and young people are successful learners, confident individuals and responsible citizens making a positive contribution to their communities CO3 - Our children and young people at risk, or with a disability, have improved life chances CO4 - Our children and young people are physically and emotionally healthy CO5 - Our children and young people are safe from harm or fear of harm, and do not harm others within their communities CO6 - Our children’s and young people’s outcomes are not undermined by poverty and inequality CO9 - Edinburgh residents are able to access job opportunities CO10 - Improved health and reduced inequalities CO11 - Preventative and personalised support in place CO14 - Communities have the capacity to help support people CO23 - Well engaged and well informed – Communities and individuals are empowered and supported to improve local outcomes and foster a sense of community CO24 - The Council communicates effectively internally and externally and has an excellent reputation for customer care
18 Education, Children and Families Committee – 24 May 2016 Single Outcome SO1 - Edinburgh's Economy Delivers increased investment, jobs Agreement and opportunities for all SO2 - Edinburgh's citizens experience improved health and wellbeing, with reduced inequalities in health SO3 - Edinburgh's children and young people enjoy their childhood and fulfil their potential SO4 - Edinburgh's communities are safer and have improved physical and social fabric Appendices
19 Education, Children and Families Committee – 24 May 2016 Education, Children and Families Committee
10am, Tuesday, 24 May 2016
Parental Engagement
Item number Report number Executive/routine Executive Wards All
Executive summary
The purpose of this report is to provide an update on progress in the final year of the implementation of the Parental Engagement Strategy and Action Plan. It also provides an overview of the Neighbourhood and City Wide Special Schools parent groups and the Consultative Committee with Parents and explains new Partnership Schools project with The Scottish Parent Teacher Council. In addition examples are provided of joint working between individual parent councils and schools, highlighting successes.
Links
Coalition pledges P5 Council outcomes CO1, C03 CO6 Single Outcome Agreement SO3
Report
Parental Engagement
Recommendations
1.1 Note the content of the report. 1.2 Request a report on the Partnership Schools Project in October 2017.
Background
2.1 The Parental Engagement Strategy and Action Plan have been implemented since October 2013. 2.2 There were six main areas in the Parental Engagement Action plan to be completed over a three year period. Strengthening of all parent and carer engagement in their child’s learning Development of parent/carer and pupil voice Assistance to parents and carers through parenting support when required Development of effective partnership working and opportunities for, and the removal of, barriers to parental engagement Development of effective communication and consultation Strengthening of parent councils and forums
2.3 The new Neighbourhood Groups and City Wide Special Schools Group have been in operation since October 2012. Neighbourhood Parent Groups and a City Wide Special Schools Parent Group all consist of parent council chairs or their representatives and the Senior Education Manager who chairs the meetings. There is a representative Headteacher from each sector and a community learning development worker invited to each group. The groups facilitate consultation and communication with parents who have fed back positively about the new arrangements. 2.4 A parent representative with voting powers was elected to the Education, Children and Families Committee in January 2013 for a two year cycle. A new representative was elected last session. 2.5 The purpose of this report is to provide an update on progress in the final year of the implementation of the Parental Engagement Strategy and Action Plan. It also provides an overview of the Neighbourhood and City Wide Special Schools parent groups and the Consultative Committee with Parents and explains new Partnership Schools project with The Scottish Parent Teacher Council. In addition examples are provided of joint working between individual parent councils and schools, highlighting successes. Previous reports to Committee Education, Children and Families Committee – 24 May 2016 Page 2
have detailed the progress on Parental Engagement and the Parental Engagement Action Plan, the most recent being on 11 September 2014.
Main report
3.1 There has been substantial progress made in the three years of implementation of the parental engagement action plan as previously reported and identified below. Considerable work has been carried out on a partnership basis throughout and beyond Communities and Families to complete the actions in the plan. Parent Locality Groups 3.2 In January 2016 the five Neighbourhood Groups became four Parent Locality Groups to reflect the new locality working in the Council with the City Wide Special Schools Group remaining the same. There had originally been two parent representatives per Neighbourhood Group who attended the Consultative Group with Parents [CCwP] and when one Neighbourhood Group was deleted to make four Parent Locality Groups, each of the two largest Parent Locality Groups were allocated an additional parent representative for CCwP. This maintained the parental representation on the CCwP. This was agreed at the CCwP in October 2015. 3.3 There continues to be overall good representation at the Parent Locality Groups where parents continue to raise not only local and city wide issues but also share good practice from their schools. Parents attending and engaging with the Council to discuss educational issues at the locality groups brings five times as many opportunities for parents to engage with the Council in each quarter of the year than prior to this strategy. Parents are regularly and actively involved in shaping Council policy and practice and also in individual schools, for example where there are issues with rising school rolls. Improved Communication 3.4 Parent feedback regularly informs the agendas for the CCwP with there being an agenda planning process with parents, the Acting Executive Director of Communities and Families and the Senior Education Manager Communities and Families. Some of the key themes throughout the past year were as follows: Budget, Attainment, Music, Admissions and Rising Rolls. 3.5 A key aim of CCwP, Parent Locality Groups and City Wide Special Schools Group is to discuss the Council’s strategies and to respond to parent questions and suggestions in a You Said, We Did approach. 3.6 In addition to the Parent Locality Groups and CCwP, the parental engagement communication framework also includes the Bright Futures Blog and the Acting Executive Director’s update report for parents which is sent to all parent council chairs all of which give parents and others ease of access to information. The parental engagement website pages are also key to this communication framework. Education, Children and Families Committee – 24 May 2016 Page 3
Involvement in Children’s Learning 3.7 Involvement of parents in their children’s learning in the early years through Peep Groups continues to be significant. There are a wide range of Parents Early Education Partnership [PEEP] groups across the Council including groups for babies, for 1-4 year-olds, for children with a diagnosis of autism, for parents with learning disabilities and groups offering parents an SQA qualification in ‘Making the most of Children’s Development.’ 3.8 Almost all schools [94%] are confident that their reporting processes fully identify strengths and learning needs and an increased number of schools [77%] feel that their cluster based activities fully inform parents. 3.9 The parent/carer survey was issued to parents at the beginning of the year with a closing date of February 2016. This survey is carried out biennially and this year there were 4,758 responses. There are currently 47,481 pupils in City of Edinburgh schools. Most of those who responded [75%] feel that schools provide information about parenting support and programmes and most feel that the school asks for their views [75%]. The majority [62%] feel that the school takes their views into account. 3.10 The following selection of comments has been taken from the recent parent/carer survey and illustrate strengths and development needs in individual schools. It is clear that in some schools more work is required to improve parental engagement. “Very strong communication with parents. Transition from primary worked well.” “Strengths: Strong positive ethos of inclusion and high expectation.” “Areas to improve: Better connection to its wider community. Involve parents in class, bring business in to talk about what they do and involve children in helping improve their wider community.” “School works well in ensuring child and parent views are taken into consideration and needs of my child. Staff happy to address any issues raised in a positive manner.” National Improvement Framework 3.11 The New National Improvement Framework 2016 will see new and better information gathered throughout primary and early secondary school years to support individual children’s progress and to identify where improvement is needed. A key driver for improvement in this framework is parental engagement. There is a commitment to help parents and communities to understand and to support children’s education and to identify and address barriers to parental engagement to ensure that all parents can be involved in their child’s education. This will be the basis for a new Parental Engagement Action Plan.
Education, Children and Families Committee – 24 May 2016 Page 4
Work at School Level Supported by Parent Councils 3.12 A wide variety of work with parent councils has taken place throughout the city. This has incorporated fund raising on a large and small scale to fund individual projects ranging from creating a sensory room, to outdoor play areas and career fairs. At the same time steady support throughout the year from Parent Councils has also had beneficial outcomes for their entire school. Some of the excellent great good practice being achieved by our schools and parents is identified in Appendix 1. These examples also reflect some of the discussions of good practice which take place in the Parent Locality Group meetings. 3.13 Fundraising by parents is carried out in schools by the Parent Council, the Parents Association, the Parent/Teacher Association or by a Charity Group set up by parents specifically to support the school. This support is welcomed by school staff. However schools also value the resource of parent time in volunteering in a variety of ways in school. 3.14 Schools were approached to provide information regarding for what purposes their Parent Council provided funding to the school. The information received from those schools who responded is set out in Appendix 2. It should be noted that no financial information has been included as the amounts provided do vary from school to school and it would be inappropriate to draw comparisons. Partnership Schools 3.15 The Council has joined with the Scottish Parent Teacher Council [SPTC] in a Partnership Schools project. Castleview has been the first school involved in the project with six other schools – Currie High School, The Royal High School and St Peter’s, Gylemuir, Hillwood and St John’s Primary Schools - ready to start. 3.16 The Partnership Schools Programme is a way to form family and school partnerships to make things better for young people in schools. The Partnership model gives a framework to create the action arm of the School Improvement Plan mobilising the school and wider community. This is action focused work and not about committee meetings. It is about involving new and different people in new and different activities. This is based on Epstein research which was the basis for our Parental Engagement Strategy and Action Plan. Parent and Carer Support 3.17 The work of the Development Officers for Parent and Carer support has been effective in building up relationships with schools and in liaising with area coordinators of Children’s Services Management Groups and in providing parent support information at transition stages. Development Officers and Area Coordinators meet regularly together to discuss shared agendas. The aim of this is to ensure that engagement within schools, in relation to support to parents, is coordinated. Development Officers are also involved in the development of the ‘Team around the Cluster’ approach.
Education, Children and Families Committee – 24 May 2016 Page 5
3.18 All schools can contact the Development Officer [DO] in their locality to ask for information and guidance regarding support to parents/carers. This happens on a regular basis. When appropriate the DO will engage with parents to help sign post them to the appropriate resource. There is early evidence of support being offered to parents through children’s planning meetings. 3.19 The Parent and Carer Support Team have been working on awareness raising and communication of the evidence based parenting programmes and support to parents and carers. This is done at locality level to ensure that the information is relevant to each locality. This includes information to schools to support their engagement with parents and carers. A more recent development is providing information via parent councils. 3.20 Edinburgh has engaged in the roll out across Scotland of the Psychology of Parenting Project (PoPP). The PoPP project targets three and four year-olds with elevated levels of behaviour problems through the delivery of two evidenced based parenting programmes: The Incredible Years and Level 4 Triple P. Seven Incredible Years groups and four Triple P groups were delivered between February and June 2015 with a further seven Incredible Years and 7 Triple P groups over September and October 2015. 3.21 Following the Pilot of the Raising Teens with Confidence, The Mental Health and Well Being Team have now rolled out the programme in secondary schools. Raising Children with Confidence continues to be delivered in schools across Edinburgh. Family Learning 3.22 Transition work continues to be a priority for nurseries and schools. Family Learning also have a programme of engagement with parents of specific schools to support the transition for children and parents. Family Learning is available to 90% of schools which meet the criteria however the loss of 33% of dedicated posts from 6.8fte to 4.5fte in 2015/16 has reduced the capacity to deliver. Support for Parent Councils. 3.23 The Parental Involvement Unit has now been dissolved as a result of budgetary savings which have required to be made. Parents now e-mail the Senior Education Manager or team secretary directly with any queries. The SPTC link with the Council to provide training for parent councils as there is no longer an in house facility for this. 3.24 As part of the Parental Engagement Action Plan an in house self evaluation pack to be used by parent councils was drawn up and was distributed to schools in 2015. 3.25 In conclusion it is important to note that the effective partnership working across schools, other Council services and with parents has been instrumental in contributing to the positive improvements noted in the report.
Education, Children and Families Committee – 24 May 2016 Page 6
Measures of success
4.1 Overall progress will be measured as follows: % parents saying they are satisfied with their school % parents who say they are involved in their child’s education
4.2 The following Quality Improvement frameworks will be used: ‘How Good is Our School 4’ ‘How good is Our Community Learning and Development 2’ ‘How Good is Our School (HGIOS) evaluation series guides: Partnership with Parents(2006) ‘Quality Management in Education 2’ HMIe 2006 ‘Evaluation Children and Young Peoples’ Services with Quality Indicators’ (ECYP)
Financial impact
5.1 The work on Parental Engagement has been delivered within existing budgets.
Risk, policy, compliance and governance impact
6.1 The risk of not engaging with parents/carers is that their views will not be taken into account in progressing new strategies and policies and as a result they would not be as rounded or qualitative. The customer input would be lost.
Equalities impact
7.1 All work within this area seeks to address imbalances in terms of provision of resources and impact on outcomes for children and young people. There are no negative equality or human rights impacts arising from this report.
Sustainability impact
8.1 There are no adverse economic, social or environmental impacts resulting from these areas of activity.
Consultation and engagement
9.1 There are a variety of means of consultation with parents. These are at school and local authority level. Parents are consulted through Parent Locality Groups, City Wide Special Schools Group, the Consultative Committee with Parents and working groups. The parent representative on the Education Children and Families Committee and sub groups or his delegate stand in from the CCwP attend all committees and sub groups.
Background reading/external references
Education, Children and Families Committee – 24 May 2016 Page 7
Parental Involvement Act 2006 Scottish Government National Parenting Strategy 2012 Scottish Government Parent Council Resource: A guide to gathering views and ensuring parents’ voices are heard in your school 2013 Scottish Government http://www.gov.scot/Topics/Education/Schools/NationalImprovementFramework
Alistair Gaw Acting Executive Director of Communities and Families
Contact: Moyra Wilson, Senior Education Manager, Communities and Families E-mail: [email protected] Tel: 0131 469 3066
Links
Coalition pledges P5 - Seek to ensure the smooth introduction of The Curriculum for Excellence and Management Structures within our schools support the new curriculum. Council outcomes CO1 - Our children have the best start in life, are able to make and sustain relationships and are ready to succeed. CO3 - Our children and young people at risk, or with a disability, have improved life chances. CO6 - Our children’s’ and young peoples’ outcomes are not undermined by poverty and inequality. Single Outcome SO3 - Edinburgh’s children and young people enjoy their Agreement childhood and fulfil their potential. Appendices 1 - Parent Council/School Good Practice 2 - Parent Council Funding to Schools
Education, Children and Families Committee – 24 May 2016 Page 8
Appendix 1 Parent Council/School Good Practice
James Gillespie’s Primary School
The Parent Council have raised £85,000 and managed the delivery of a new natural playground project which is nearing completion. They have also led or participated in the following: The transport initiative - creating a safer route to school. Curriculum engagement evenings - consulting with parents on the refreshment of the school curriculum. The Multilingual parents' group has carried out a wide range of activities including 'World Book Day' readings of 'The Gruffalo' for assembly in many different languages. Parents have been involved in recruitment of staff, including a new headteacher. Rising rolls: Parents have played an active role in supporting the Council in planning responses to the increasing numbers of children on roll.
Leith Academy
The Parent Council have created a Speed Careers Event, involving parents and friends of the school with, most recently, S4 pupils. The very first event was highlighted as an example of good practice on the national Engaging With Families website http://engagingwithfamilies.co.uk/ideas/breaking-down-barriers/leith- academy/.
Dalry Primary School
The Parent Council have organised a cultural ceilidh for the community.
Juniper Green Primary School
At Juniper Green the Parent Council have worked closely with the school to promote and extend school improvements. One of these has been the improvement of the playground. The improvements are based on the health and wellbeing questionnaires written in February 2015 by children in P2-7. The analysis of these questionnaires indicated a need for the children to build resilience, to be able to problem solve and have more opportunities to play socially and imaginatively in order to develop empathy, forgiveness and tolerance. A parent from the Parent Council and the Headteacher applied for lottery funding and they received a grant for £9,999 to which the Parent Council added £7,500 in
Education, Children and Families Committee – 24 May 2016 Page 9 order for them to put in place three large structures in the playground which are going to promote imaginative and social play. The Parent Council have also designed a series of "Beach Huts" which are, in fact garden sheds, which will hold lots of different "loose parts" play such as tyres, planks of wood, plastic crates etc. These huts will be sponsored by various groups in the community and given names/colours to make them look attractive. The project has been ongoing for just over a year and the work will take place installing the beach huts and new play equipment during the months May-July. Every year group in the school from N-P6 will take part in loose parts training and risk assessment next term and staff, including after school club staff, will also be trained separately in managing risk and promoting imaginative play.
Queensferry High School
Curriculum for Excellence (CfE) Parent Council representatives have sat on the curriculum architecture working group which has been responsible for driving forward CfE implementation in school. CfE has also featured on the agenda for full Parent Council Meetings. The Parent Council organised a parent forum for parents which led to feedback from parents of pupils who were first to sit the new qualifications. They also attended Parent Information Evenings and spoke to parents about CfE at the question sessions at the end. Communication with Parents The Parent Council had representatives on the communication working group in school. As an outcome, there is now a school facebook page which has weekly posts and a page on the school website for parents to contact the Headteacher and/ or Pupil Support Leaders direct by e-mail. There is also a very active Parent Staff Association (PSA) who hold separate meetings from the Parent Council. They raise over £3,000 annually by organising raffles, school fayres and quiz nights. Once a year, they invite bids from staff and decide allocations at a full meeting of the PSA. They are also very helpful as ‘resource locators’, often putting the school in touch with businesses who can offer support to the school. They also assist the school by organising refreshments at school events.
Prospect Bank School
The funding of approximately £15,000 for a new sensory room was funded by the Parent Council https://edinburghbrightfutures.com/2016/03/16/new-sensory-room- opened-at-prospect-bank/.
Education, Children and Families Committee – 24 May 2016 Page 10
Balgreen Primary School
The PTA for Balgreen PS are currently in the process of completing fund raising activities in conjunction with the school to raise as much money as possible for the revamp of the playground. They have already held a loose parts morning and have the facilities and donations in place for the junior playground to use going forward. They hope to have a new adventure climbing frame structure in place after the summer holidays and this will be updated going forward when they raise more funds.
Gilmerton Primary School
The Parent Council have managed to brighten up the playground with the playground markings and have ordered the tables and chairs for an outdoor quiet area in the playground, for an area which the PC cleared a few years ago. With the help of fundraising activities they have managed to purchase a projector and speaker system and screen for the school so that when they have the assemblies in the main gym hall, they can get more people in, and it looks more professional, the music can be played through this also. In 2015/16 through a range of activities including discos, fairs, Christmas cards, fun days, race nights, breakfasts with Santa they expect to raise around £8,000.
St Cuthbert’s Primary School
The Parent Council has introduced Loose Materials to the playground. They organise and lead very successful annual fundraisers such as a Christmas Fayre, Halloween Disco, Ceilidh nights, Games evenings and Summer Barbecue. They also play an active part in maintaining the school grounds with gardening mornings. The fundraising carried out by the Parent Council in the last few years has enabled the school to revamp the School Library, replace stage curtains and Smart Boards in some classrooms.
St Joseph’s Primary School
The Parent Council at St. Joseph's RC PS have worked hard with the school this session to improve the playground. They have managed to raise an impressive £12,000 thus far through some school/community fundraising events such as the Christmas Fair as well as securing a funding stream from Awards for All with an award of £10,000. The PC have worked closely with the school Pupil Council and school staff to gather the views of the children and to make plans for the improvement project helping keep them at the heart of the decision making process. The children have also been very enterprising in the approach, leading parts of the Fair as well as planning, organising and leading a Family Quiz night in February 2016.
Education, Children and Families Committee – 24 May 2016 Page 11
Clermiston Primary School
There is an active and supportive Parent Council who have funded the following over the past few years: Major project to provide decking and planters and create a quiet area in the playground to support pupils. Funding for a large scale nursery sandpit Provision of ipads for pupils. Provision of funds for Golden Time Resources Funds to support refurbishment and new books for the library Funding for equipment for a supported play area. Yearly support to provide: Living Eggs (Chicks!) to Primary 1 A drummer for P7 pupils at Lagganlia Subsidise buses for school trips for all pupils Pay in full the bus costs for a whole school theatre trip Gift of a High School tie for P7 leavers. They have also helped to create and coordinate the book festival and school fairs. Clermiston Parent Council has been very active especially with regard to its fundraising activities. For the last two Fairs (Summer and Winter 15), the P6s and P7s devised and ran their own fundraising stalls - in Summer, the P6 stalls raised £145 in conjunction with the stalls manned by staff and parents. Giving the children the responsibility to devise and run stalls was very empowering, and the younger children gravitated towards the attractions run by their peers. The Parent Council worked closely with the school to ensure the new build that required to be built due to rising rolls was done with students’ needs in mind and built ahead of time. It is a building that staff, students and parents alike are very proud of.
Bruntsfield Primary School
The Parent Council, in partnership with the school, have raised £100,000 for improving the playground – half the funds being awarded after submitting a bid to Sports Scotland. The playground is almost complete (the ROSPA assessment will be near the end of April) then there will be training for staff and pupils on safe use of the climbing equipment etc. The ‘grand opening’ will be at the Summer Fair in June.
Lorne Primary School
Lorne Primary is looking at renewing its focus on fundraising in the coming year. The Parent Council recently met to discuss a fundraising strategy and a new realistic
Education, Children and Families Committee – 24 May 2016 Page 12 plan will be discussed this month. Historically, Lorne Parents have run four key events across the four terms with smaller irregular pop ups. These have consistently brought in between £1,500 and £2,000 annually. In the past two years, the Parent Council has run an autumn bulb lasagne (Iayered) planting project with pupils from the Eco and Pupil Committees, supplying new plants, loaned equipment and new pots to improve the appearance of school grounds. They are also doing nursery garden maintenance and projects. They are currently expanding on these projects to create an ongoing gardening club.
Boroughmuir High School
The 'engage' network. A series of networking evenings, hosted at The Bruntsfield Hotel, and offering senior pupils an opportunity to hear from and meet leaders in a given field, e.g. the first one was all about working in the creative industries, and throughout the next academic year they will be focusing on women as leaders, and they will be inviting keynote and Cafe Culture table hosts from a range of employment sectors The launch of TEDx at Boroughmuir High School, and the accompanying 'ignite' series, featuring some of their young people who are offered the chance to create a five minute presentation or talk, which is illustrated with 15 images that scroll through as the speaker introduces their chosen subject or passion. The first of these was so successful, that they are planning one a term going forwards, because they give the pupils confidence in public speaking, and a platform on which to share their excitement and world with an adult audience The PTA has run a fantastic Teachers Enhancement investment 'pot' very successfully over the last few years, with the profits that they have made through their fundraising events across the year. The 'pot' is open to proposals from individual teachers, departments or inter-disciplinary learning teams. They are about to launch their third round of funding in 2015/16 specifically to support the move into the new school, so projects must be focused on the idea of 'legacy' or on 'transition', or on 'new starts' and the selected projects will be running in either the final autumn term at the old Viewforth site, or in the Spring term at the new school.
East Craigs Primary
The Parent Council have been very involved with the Rising Rolls improvements. This session, the PTA presented the school with £10,000 which has supported the priority of increasing the equity of ICT provision. This sum has gone a long way towards the purchasing of 66 I-pad Air 2000s.
Liberton Primary School
The Liberton Primary School Association have this year fundraised for the
Education, Children and Families Committee – 24 May 2016 Page 13 refurbishment of the stage and school hall. A new sound system and lights have been added as well as a new stage backdrop. They are currently fundraising for the hall to be repainted and new blinds to be installed.
Dean Park Primary School
Annual Book Swap Event - To celebrate World Book Day children are asked to bring books into school they would like to swap and a Saturday event is held by the parent council where families can come along to swap their books. This encourages children to enjoy and read books and encourages families to be involved in reading with their children Two stars and a wish survey - During parents’ evenings the parent council have been visible in the main school hall to meet parents and discuss any issues they may wish to cover. They handed out a survey last year "two stars and a wish", two things families like about the school, things they feel work or went well, two positives and also then ask for "one wish" which could be something they are not so keen on about the school, or something they would like to see in the school, something they feel needs reviewed or changed. There were good responses from families, both stars and wishes. They then collated the information and fed back to families on general responses and they then did further work "you said, we did" response along with the school to make changes, improvements or looking at new ideas. An example of a wish that was worked on was communication. Some families thought it was great and very informative, others felt they received too much, too many paper letters, not relevant to their child (year group). The parent council funded "Parent Mail' which is up and running well and liked by families. Mail can be sent to families in small groups such as "P6 rugby team" or year groups such as "P2 School trip information". A few projects evolved from this survey such as Parent mail, refurbishment of toilets (as part of "flushed with success award"), homework guide sheets for parents, work regarding school meals (ongoing). Homework Consultation – Parents were surveyed on school homework. One outcome from this survey was the introduction of junior school parent guide sheets to help assist with homework. School lunches/waste reduction - Dining room support staff approached the parent council regarding food waste at lunch time. The parent council are working with the school ECO committee to raise awareness amongst the children about food waste. An environmental charity called Changeworks is coming to Dean Park to do an assessment of food waste and talk to the children in small workshops. The ECO committee are starting a web page to communicate with families and the community. One of the teachers is in contact with Life Actions Group and Tesco to be involved with food education and have also joined Adopt a chef scheme. The parent council will continue to monitor progress and feed back to families. Internet Safety Talk - The parent council and school together have arranged for the local Police Officer to come into the school to hold a talk for families on internet
Education, Children and Families Committee – 24 May 2016 Page 14 safety. Safe routes to School - The parent council were instrumental in having extensions of yellow parking lines outside school gates, refuse collection times changed from peak drop off and pick up times, children slow electronic signs erected near school, communication with families about safe parking around school drop off areas. Rights respecting School level 2 award - parent council parents were involved in the re accreditation process for rights respecting school award and Dean Park now have level 2. The parent council support when possible, fundraising to re-surface one of the pitches at Balerno High School, Syrian collections, Fairtrade.
Corstorphine Primary School
The Parent Council highlight two areas. Firstly, in February 2015, the Parent Council provided £1,000 of funding to provide materials for “Mr Wuffles week”. This was an opportunity for the parent body to support the school’s efforts to consider the role of creativity in education. The activity was well received by parents, pupils and staff alike and received recognition in external publications and events. The attached article in the GTC Teaching Scotland magazine was written by a member of the Parent Council - http://www.teachingscotland.org.uk/education-in-scotland/curriculum-for- excellence/59-exploring-creativity-through-a-picturebook.aspx . Secondly, in June 2015, the Parent Council (in co-operation with the school) issued a “survey monkey” to all parents, to gather views in relation to homework, to inform a review of the school Homework Policy. There were 264 responses to the survey (a very positive response rate), representing approximately 300 pupils and about 60% of the school roll. Parent attitudes to the current Homework Policy were, on the whole, positive. A sub-group of the Parent Council collated and analysed the results during the Autumn term, which were shared with the Headteacher. This was combined with further feedback that the school had obtained from staff and pupils, and an amended Homework Policy came into effect from January 2016 which embraced all of the parent recommendations. The Parent Council recognise the invaluable fundraising activities performed by the Parent Teacher Association, including the significant specific fundraising efforts in relation to their current Grounds Development project (“Project Play”).
Cramond Primary School
Cramond Primary School have successfully installed a massive playground transformation - Our Place - the culmination of school/parent council initiative in excess of £90,000 with matched funding from a grant applied for by Parent Council. This was opened 2014 – after over two years of fundraising and planning.
Education, Children and Families Committee – 24 May 2016 Page 15
At Cramond there are two representatives from nearly every year group who regularly attend meetings and coordinate a variety of fundraising events and activities. There are also many parents who volunteer in school on a regular basis and a near 100% attendance at parents’ nights. All money raised (approx £6,000) is invested back into the school. Donations to the school this year have included paying for a school membership of Edinburgh Zoo and buying a new fire pit for outdoor learning.
Leith Walk Primary
The Parent Council at Leith Walk is increasing the number and variety of events that it holds/is part of. They hold a very successful Winter Fair at the start of December which brings together the school community and is one of the highest fundraising events. They also hold a very popular 'Taste of Leith Walk' event in May. Families cook/prepare dishes from their own culture and bring them along to sell. It has become a popular event in the year. They also organise a Valentine's Bingo which has grown in popularity over the few years that it has been running. A member of the Parent Council has also been very successful in securing some funding from Leith Decides to purchase bilingual books for school. In the process of doing so, useful contacts were made and this work is being highlighted as an example of good practice by "Bilingualism Matters" to help develop support for parents throughout the city who are looking for bilingual resources. They have also been supporting the school in introducing 'Loose Parts Play' this year, by collecting materials and contacting local businesses for materials. There is also a monthly Parent Council Bake Sale/HT Coffee morning on the first Friday of most months. This generates some income but is more of a way of Parent Council and school communicating with the wider parental body.
Firrhill High School
Firrhill Pipe Band - this club has been set up by one parent in particular who has worked tirelessly with the high school and primary schools to set up classes for chanter and drumming lessons. The parent has now managed to obtain the loan of 2 sets of pipes for two years from the Scottish schools piping and drumming trust and has had a crest designed to represent Firrhill Pipe Band Positive Parenting - a parent and teacher have attended training and worked together to provide the positive training course to over 30 parents. This is now going to be rolled out to more parents in the future. This is a huge commitment from parents and teachers in the organising and running of the 6/ 8 week course. Parent/Pupil Job Fair - this event is held annually and is run by a group of parents and teachers. Parents are brought together to share their jobs/professions with the senior pupils to help them find out more about different careers and job pathways
Education, Children and Families Committee – 24 May 2016 Page 16 they can take. There is a huge amount of work in the organisation, planning and running of this event. Firrhill News - this is a monthly newsletter that is produced by a parent to inform all parents and pupils of the events that are going on in the school. It is bright with good articles and presents an excellent coverage of what is going on in the school life. Christmas Market - the Christmas market is run by the PTA with support from parents on the PC. It is a huge event with many stall holders selling many wares. It is a huge fundraiser for the school.
Broughton Primary School
The PSA has provided funds (£2,000) for a cultural and extra-curricular fund for all primary, nursery and language classes in the school; this has funded transport and/or entry into various educational trips. The Parent Council are working with the school to improve the playground facilities. The school have purchased loose parts play and are about to share this with the children and parents. Parents and school have consulted with the children about what they want in the playground and are working on a play policy; they have shared with PC/PSA and plan to change things slowly to ensure changes are sustainable. 63 children have entered the Edinburgh Marathon Festival with 20 entries funded by PSA to enable a wider selection / cross section of the children to enter. This is again to raise further funds for the playground improvements project, and to continue with the cultural fund for 2016-17 session. The PC have a community partnership with the local Tesco store, they have funded t-shirts for all 63 children to run in the marathon, and have donated fresh ingredients for Parents to make things to sell at various lunchtime cafes/Christmas and summer fairs. PSA have funded Gaelic football coaching. P7s have been taught balloon modelling which they put to good use during the summer fair.
Education, Children and Families Committee – 24 May 2016 Page 17
Appendix 2 Parent Council Funding to Schools
Key: Nil – school returned nil return NA – not available from school at this time It is important to note that in some schools the Parent Council is separate from any fund raising group. Parent time as volunteers is an important resource for all schools.
School Year Use
Primary Schools
Abbeyhill 2015/16 New library books and resources
Balgreen 2014/15 Musical instruments 2015/16 Musical instruments
Blackhall 2014/15 Theatre, crafts, reading resources, story sacks, I can make a difference, P7 leaving books
2015/16 Equipment for hall, playground development, theatre, crafts
Bonaly 2015/16 ipads/fiction novel sets/Pantomime Theatre Company
Broomhouse Nil
Broughton 2014/15 Playground Equipment/Gaelic Football/Coach for School Camp
2015/16 Gaelic Football/Coach for School Camp/Container for’ Loose Parts’ Play
Equipment/Cultural and Extra Curricular Fund
Brunstane 2014/15 Nursery resources and school excursions 2015/16 School resources
Bruntsfield 2015/16 Playground improvements 2014/15 Promethean Boards
Buckstone 2014/15 Playground development project
Education, Children and Families Committee – 24 May 2016 Page 18
School Year Use
Canal View Nil
Carrick Knowe 2014/15 No details provided
Castleview 2014/15 Funding received for setting up Breakfast Club/Fees for Food Hygiene Course for Volunteers for Breakfast Club/ Parent Council led Christmas Fair funding used to allow all classes from Nursery to P7 to purchase resources to make items for sale on staff within the Christmas Fair/Text Message sent out to parents on behalf of Parent Council.
2015/16 Christmas Fair funding used to allow all classes from Nursery to P7 to purchase resources to make items for sale on staff within the Christmas Fair/Parent Council led Halloween party for all children from P1- P7/Various Text Message sent out to parents on behalf of Parent Council.
Clermiston NA
Clovenstone Nil
Colinton 2015/16 No details provided
Corstorphine 2015/16 No details provided
Craigentinny 2014/15 School Christmas Pantomime materials (Robin Hood); Christmas Community Hampers
2015/16 Playground equipment
Craiglockhart 2014/15 Parentmail 2015/16 Parentmail
Craigour Park Nil
Craigroyston 2015/16 Visiting theatre company
Cramond Nil Cramond Parent council have not directly reimbursed or funded any requests by school
Education, Children and Families Committee – 24 May 2016 Page 19
School Year Use since 2012
Currie 2015/16 I pad, trips, camp,
Dalmeny 2015/16 Art supplies/Christmas craft supplies/sundries for January term/P7 leavers trip/Nursery app subscription/Sumdog subscription/Winning House event
2014/15 Sundries for 1 term/seasons for growth parent forum/sundries for 2nd term/Christmas parties/P7 leavers trip/sumdog subscription/winning house event
Dalry 2015/16 Play materials and kitchen equipment for nursery
Davidson’s Mains 2015/16 Various 2014/15 Various
Dean Park 2015/16 Parentmail Fundraising is by another group at Dean park
Duddingston 2015/16 All summer outings subsidy/subsidising Christmas outings to theatre for vulnerable families
East Craigs 2015/16 Parent Council Excess Funds Transferred
Echline 2015/16 Craft materials/Christmas fayre/Christmas parties/tea towels/water bottles/mini ipads and cases
Ferryhill 2014/15 Pantomime subsidy/generation science workshop
Flora Stevenson 2015/16 Ipads/Pantomime/P7 Leavers Party/Support to children going to camp/Nursery Summer Fayre
Forth View 2014/15 Breakfast club/toddler group/PEEP/seasons for growth/Christmas parties/Panto/open mornings/P7 cafe/classroom games/P7 camp/P5 camp
Education, Children and Families Committee – 24 May 2016 Page 20
School Year Use
2015/16 Breakfast club/toddler group/PEEP/seasons for growth/Christmas parties/Panto/open mornings/P7 cafe/classroom games/P7 camp/P5 camp/bookcases/book launch/talent show
Fox Covert ND 2014/15 JASS folders/P1 homework bags/bus trips/grounds for learning/footballs
2015/16 Bus for camp/Tom Renwick maths visit/helmets for bikeability/P1 homework bags
Fox Covert RC 2014/15 Hardship fund/playground material/foxy finance/footballs for P5 football team/P1 book bags/P7 bibles/books
2015/16 Benches and bins for playground/hardship fund/books/coach for school camp/book bags for P1/bibles for P7
Gilmerton 2014/15 Projector and speaker system/band for 2015/16 leavers night Playground markings/table and chairs/band for leavers night/uniform for the choir
Gracemount 2015/16 Visualisers and additional literacy and numeracy resources
Granton Nil
Gylemuir 2015/16 Playground development
Hermitage Park 2014/15 18 iPads/P7 Leavers Dance (contribution)/P4 Football Equipment/Sports Day Wristbands/ P1 & P2 Christmas Parties (contribution)
2015/16 Scottish Opera (contribution)/Sports Day Wristbands/Remaining funds are set aside to support the development of the playground
Hillwood 2014/15 P7 leavers dinner
Holy Cross NA
Education, Children and Families Committee – 24 May 2016 Page 21
School Year Use
James Gillespies Nil
Juniper Green 2015/16 Various
Kirkliston NA
Leith 2014/15 Benmore residential/skiing/lyceum panto/Scottish Opera/recorders
2015/16 Benmore/Lyceum panto/Lagganlia/playground equipment/buddy benches/Christmas raffle
Leith Walk NA
Liberton 2014/15 Panto performance/P1 book bags/P7 leavers party
2015/16 Stage upgrade/bus to panto/P7 leavers party/P1 reading books/sound system/P1 book bags
Longstone Nil
Lorne 2015/16 Refurbishment of library and creation of sensory room
Murrayburn 2015/16 LT resources
Nether Currie 2014/15 Ipads/book tokens for P7
2015/16 Theatre tickets/new music system/ipads/ground development project
Newcraighall 2015/16 Transport for outings with the children/nativity costumes 2014/15 Playground upgrade/Hopscotch Theatre Company
Niddrie Mill 2014/15 Start up funds/Lagganlia bus/P7 yearbooks/P1 book bags/P7 dinner/football equipment/pantomime treat/piper
2015/16 Classroom start up funds/P7
Education, Children and Families Committee – 24 May 2016 Page 22
School Year Use dinner/piper/playground equipment/annual library donation
Oxgangs Nil
Parsons Green 2015/16 Various
Pentland 2014/15 Ipads/school trips/sound system/hardship fund/parent mail subscription
2015/16 Wall mounted projector/school trips/hardship fund/parent mail subscription
Pirniehall Nil
Preston Street 2014/15 Playground fund/ipads/help with camp payments
2015/16 Coach to Vogrie/renew white cycle lines/help towards camp/teacher resources/HE equipment
Prestonfield Nil
Queensferry 2014/15 Patron of Reading Scheme
Ratho 2014/15 Camp subsidy/buses for camp/buses for pantomime/contribution to new projector
2015/16 Books for P1 and P2/transport for class outings/specialist resource for creativity suite/Care Gold contract for projector/audio system for hall/class materials/buses for cinema
Roseburn 2014/15 Books/library system/school theatre visit/house tokens/P7 autograph books
2015/16 Ipads/panto/PVS licence/ library system/football equipment
Royal Mile Nil
Sciennes 2014/15 Trip subsidies/club subsidies/water cooler/playground/eco group/wisepay and janitor costs
Education, Children and Families Committee – 24 May 2016 Page 23
School Year Use
2015/16 Trip subsidies/club subsidies/water cooler/ipads/fruit group/healthy eating
Sighthill Nil
South Morningside 2014/15 Ipads/Science Week/Teachers' Allocation/Arts & Crafts Supplies/Workshops/Drama/Scottish Opera/P3 Football Set Up Costs/Library Books/Fridge Freezer for Tech Rm/Projector lamps/Technologies/Free Club Places/Annexe Playground Equipment/Interactive whiteboard/Sports t- shirts with logo/Dance workshops
2015/16 Science Week/Teachers' Allocation/Arts & Crafts Supplies/Workshops/Drama/Scottish Opera/P3 Football Set Up Costs/Library Books/Xmas capers popcorn/Ski race fees/P1 nativity lighting/P5 camp assistance
St Catherine’s 2014/15 ICT equipment
2015/16 Donation to Nursery from Parent Council for games/Playground works
St Cuthbert’s NA
St David’s NA
St Francis 2014/15 Summer trip coaches
St John Vianney 2014/15 16 mini ipads
2015/16 17 mini ipads/Easter treats
St John’s 2014/15 Christmas coaches and supplement to free school meals
St Joseph’s NA
St Margaret’s 2014/15 Reading books and resources/support for learning super hero room/sailing/P1 gifts
2015/16 Sailing/P7 trip/science trips subsidy
Education, Children and Families Committee – 24 May 2016 Page 24
School Year Use
St Mark’s 2015/16 Various
St Mary’s (Edin) 2014/15 Coach to school camp/Library resources/Eco workshops/Garden/ Supplementing ICT budget
2015/16 Playground equipment/Rainbow Educational resources –SEAL/Mangahigh Subscription/Filming school nativity/License- school show/Masterclasses – extra resources, food, etc./Supplementing ICT budget/Supplementing pupil attendance at Pantomime & Transport
St Mary’s (Leith) 2015/16 Panto/summer trip/resources/outdoor classroom/Christmas panto/benches
St Ninian’s 2014/15 Seasons for Growth/P7 Camp/Health week, P7 Dance & Summer Stage Show/Additional Stage Show Expenses/garden grant that was granted after successful application
2015/16 Classroom Projector Replacement/Christmas Pantomime/Christmas parties
St Peter’s NA
Stenhouse 2015/16 Playground development, ipads, trips , Christmas decorations
Stockbridge 2014/15 Parentmail/house afternoon/projectors/sound garden/outdoor learning/keyboards/edible hedge/headteacher emergency fund/frying pans/bereavement books/ipads/gym equipment/Mpeni appeal
2015/16 Headteacher discretionary fund/school Christmas tree/nursery Christmas tree/P4 projector/nursery storage unit/nursery ipad covers/cooking hobs/ipad connections/ end of term bake sale/donation to school
Taobh na Pairce 2015/16 Various
Education, Children and Families Committee – 24 May 2016 Page 25
School Year Use
The Royal High 2015/16 French lessons/Benches for Quad/Squash at Abercorn/Deposit for Horses (summer fair)
Tollcross Nil
Towerbank Nil
Trinity NA
Victoria NA
Wardie 2015 /16 Various
Secondary Schools
Balerno CHS NA
Boroughmuir 2015/16 Career Education Events
Broughton Nil
Castlebrae CHS Nil
Craigmount 2015/16 Various
Craigroyston CHS Nil
Currie CHS 2014/15 Various 2015/16 Various
Drummond CHS 2015/16 Attendance prizes/Pupil Voice
Firrhill Nil
Forrester 2014/15 Literacy project author invite (English) 2015/16 Literacy project heroes and villains/sports personality award ceremony/library seating/photography equipment
Gracemount 2015/16 Excursion supporting a foreign exchange visit/books/golf mats/new sports strips promoting the school vision and identity.
Holy Rood 2014/15 40th anniversary celebration/clerk expenses/postage/stationary/AGM hospitality
Education, Children and Families Committee – 24 May 2016 Page 26
School Year Use
2015/16 God Love the Fund (pupil hardship)/Clerk/Postage Stationary/ AGM hospitality
James Gillespies 2014/15 Frames for sports tops/debating/light boxes/colour printing/scanners and memory cards/paper cutter/murals/microwaves/nurture groups breakfast/tents
2015/16 Social inclusion activities/nurture groups/resources for photography/thermometer/power cables for laptops/toaster and snacks for S1 homework club/book packs/fair-trade cafe start up funds/digital camera, tripod/football strips
Leith Academy Nil
Liberton Nil
Portobello 2015/16 Embellisher/comic life licences/£ animation software/drama sheet plays/textbooks/tripod for ipad/thread/scales/cake tins/books/perpetual licences/subscription renewal/euphonium/QUIT dvd’s/Grip dynamometer/Rubens tube/wireless keyboards/digimaps/weathervane
Queensferry CHS 2014/15 Refreshments for Parents Forum meeting 2015/16 Contribution to tree of knowledge motivation programme
St Augustine’s NA
St Thomas of 2014/15 Small grants paid to clubs, societies and Aquins school groups
2015/16 Small grants paid to clubs, societies and school groups
The Royal High 2015/16 Communications including copying, postage, texts and school prospectus.
Trinity Academy 2015/16 S1 school ties
Education, Children and Families Committee – 24 May 2016 Page 27
School Year Use
Tynecastle 2014/15 bikes/PDA awards/Computing software/John Muir award trip/ola Costello for compost and plants/book tokens for prizes/English department/tynie radio ce/language department website subscription/music department/WW1 tower of London poppies/Burns catering
2015/16 Tynie radio/PE department/engineering science project/sports awards trophies/Carnegie book awards/personal development awards/PE kits/senior mechanics club/JASS adventure day
WHEC 2014/15 Photos printed S1 Edinburgh Trip/Geography books/Books Social Subjects/Parent forum meeting buffet ingredients/Photocopying/envelopes
2015/16 Social Subjects books/cable for audio system/ Shuttlecocks & basketballs.
Special Schools
St Katherine’s Nil
Gorgie Mills Nil
Kaimes 2015/16 For end of term events and transport for panto 2014/15 For emotion talks resources
Oaklands Nil
Panmure/St Anne’s No PC
Pilrig Park Nil Looking into it
Prospect Bank 2014/15 Donation towards school camp/cash for class resources 2015/16 Class resources/stationary/school camp
Redhall 2014/15 Ipads/the Yard annual fee for weekly
Education, Children and Families Committee – 24 May 2016 Page 28
School Year Use trip/smartboard and projector
2015/16 Funding for themed cafe/school camp
Rowanfield No PC
St Crispin’s 2015/16 Interactive touch screen and new chairs
Woodlands NA
Education, Children and Families Committee – 24 May 2016 Page 29
Education, Children and Families Committee
10am, Tuesday, 24 May 2016
Policies – Assurance Statement
Item number Report number Executive/routine Wards
Executive summary
Council policies are key governance tools. They help realise the Council’s vision, values, pledges and outcomes, and are critical to the Council’s operations, ensuring that statutory and regulatory obligations are met in an efficient and accountable manner. To strengthen governance arrangements in this area a policy framework has been developed to ensure that all current Council policies are easily accessible, and are created, revised and renewed in a consistent manner and to an agreed standard. To ensure that Council policies remain current and relevant, all Council directorates are required to review policies on annual basis.
Links
Coalition pledges Council outcomes CO25 Single Outcome Agreement
Report
Policies – Assurance Statement
Recommendations
1.1 To note that the policies detailed in this report have been reviewed and are considered as being current, relevant and fit for purpose.
Background
2.1 Council policies are key governance tools. They help realise the Council’s vision, values, pledges and outcomes, and are critical to the Council’s operations, ensuring that statutory and regulatory obligations are met in an efficient and accountable manner. 2.2 To strengthen governance arrangements in this area a policy framework has been developed to ensure that all current Council policies are easily accessible, and are created, revised and renewed in a consistent manner and to an agreed standard. This included the development of a comprehensive register of Council policies and introduction of a policy template to provide the Council with a standardised format in terms of content and style. 2.3 The Corporate Policy and Strategy Committee agreed the approach detailed above on 3 September 2013.
Main report
3.1 An element of the policy framework is to ensure that all Council policies are fit for purpose. This requires each directorate to review, on an annual basis, all policies relevant to their services, and to provide the necessary level of assurance that these policies are current and relevant. 3.2 This report confirms that the policies listed in the appendix have been reviewed by directorate senior management and are still considered in the coming months are also listed in the appendix 3.4 All Council policies are available through a directory on the Council’s website.
Measures of success
4.1 Access to up-to-date and relevant Council policies, for internal and external stakeholders, which are quality assured and reviewed on an annual basis.
Education, Children and Families Committee– 24 May 2016 Page 2
Financial impact
5.1 There are no direct financial impacts as a result of this report.
Risk, policy, compliance and governance impact
6.1 Increased accountability, transparency and efficiencies concerning Council actions and operations.
Equalities impact
7.1 There are no equalities impacts as a result of this report.
Sustainability impact
8.1 There is no sustainability impact as a result of this report.
Consultation and engagement
9.1 Consultation was undertaken with directorates and service areas as part of the development of a policy framework for the Council.
Background reading/external references
Corporate Policy and Strategy Committee Report 3 September 2013 – Review of Council Policy Governance, Risk and Best Value Committee Report 22 May 2014 – Review of Council Policy: up-date
Alistair Gaw Acting Executive Director Communities and Families Contact: Alistair Gaw, Acting Executive Director of Communities and Families E-mail: [email protected] | Tel: 0131 469 3322
Education, Children and Families Committee– 24 May 2016 Page 3
Links
Coalition pledges Council outcomes CO25 - the council has efficient and effective services that deliver on objectives. Single Outcome Agreement Appendices 1 - List of policies approved by Education Children and Families Committee
Education, Children and Families Committee– 24 May 2016 Page 4
Appendix – Assured Policies
Policy title: Professional Review and Development Policy
Approval date: 6 October 2015
Approval body: Education Children and Families Committee
Review process: Principal Officer of Teacher Professional Development and Leadership
Change details: Review
Policy title: Better Relationships, Better Learning, Better Behaviour Policy
Approval date: 6 October 2015
Approval body: Education Children and Families Committee
Review process: Senior Education Manager: Inclusion Pupil and Parent Support
Change details: Review
Policy title: Admissions to Mainstream Schools Policy
Approval date: 1 March 2016
Approval body: Education Children and Families Committee
Review process: Senior Education Manager: Inclusion Pupil and Parent Support
Change details: Review
Education, Children and Families Committee– 24 May 2016 Page 5
Policies scheduled for approval by May 2017
Policy title: • Self Directed Support and Personalisation • Corporate Parenting • Transitions • Home to school transport
Education, Children and Families Committee– 24 May 2016 Page 6
Education, Children and Families Committee
10am, Tuesday 24 May 2016
Review of Community Access to Schools (CATS) - Progress Report
Item number Report number Executive/routine Wards All
Executive summary
This report updates elected members on achievements and issues in relation to the review of Community Access to Schools (CATS). The Education, Children and Families Committee on 20 May 2014 considered a report on the review of CATS and approved the recommendations within that report. A subsequent report making recommendations on a revised scale of charges for use of school facilities and participation in the citywide adult education programme was considered by the Finance and Resources Committee on 3 February 2015. The recommendations within that report were also approved.
Links
Coalition pledges P4 Council outcomes CO1, CO2, CO4, CO23, CO24 Single Outcome SO4 Agreement
Report
Review of Community Access to Schools (CATS) - Progress Report
Recommendations
Committee are asked to note: 1.1 the key achievements of Community Access to Schools (CATS) detailed in the main report. Committee are also asked to note the following issues impacting upon CATS and support the associated proposals; 1.2 Corporate Policy and Strategy Committee on 29 September 2015 approved a proposal for Edinburgh Leisure to develop a business plan to manage school sports facilities. Council officers are working closely with Edinburgh Leisure to take forward these developments; 1.3 the former Improving Access to Schools member officer group ceased to operate in April 2016. However there is still a need for officers to identify and develop appropriate mechanisms to address issues that impact upon the Council’s ongoing commitment to CATS which includes investing in the school estate to ensure ongoing community use and subsequent income generation; 1.4 further reports will be made available to committee when progress has been made in these areas.
Background
2.1 In 2012 a commitment was made by the Council to review the arrangements for Community Access to Schools (CATS). A Project Team was established in November 2012 led by the Senior Education Manager - Community Services, bringing together representatives of all relevant sectors, to take forward the Council's commitment. The overall aims of the review were to: • Maximise use of school facilities within and outwith normal school operating hours by, where possible, increasing usage of facilities by local people and ensuring provision is responsive to local needs. • Bring consistency to charges for use of school premises
2 Education, Children and Families Committee - 24 May 2016 • Ensure users and potential users of school facilities can access on-line information about facilities available and enrol for adult education classes and other activities. • Improve collaborative working across council services including; Children and Families, Culture and Sport and library services, in addition to the development of new partnership arrangements with Edinburgh Leisure. • Ensure facilities are also utilised to contribute to the implementation of national sports and culture strategies. 2.2 To support the vision for Community Access to Schools phase 1 of an organisational review of the existing management arrangements for school based community programmes was undertaken. This has resulted in the management responsibility for existing staff, and responsibility for all aspects of CATS, remaining within Communities and Families managed by the Community Learning and Development (CLD) service in Children and Families. 2.3 It is anticipated that the forthcoming organisational review of Communities and Families will result in a further revision of arrangements for the management and operation of CATS within the Council’s forthcoming locality structure.
Main report
3.1 The key ambition of the CATS review at its inception in 2012 was, where possible, to increase the level of community access to schools to ensure local needs are being addressed. This was to be achieved through the development and introduction of new management and staffing arrangements that would; maintain levels of community access to schools and maximise use of schools and increase efficiency in the use of school buildings and associated facilities. 3.2 The implementation of the CATS review has been carried out against a backdrop of ever reducing Council budgets and the requirement to make considerable financial savings at departmental level. The resource originally identified to support the development and implementation of the revised management and operational structure for CATS came from a proportion of the budgets allocated to the eight former Community High Schools that totalled circa £2.8m. Since the initiation of the CATS review the amount of monies available to implement the CATS structure has reduced to circa £1.2m and CATS is subject to further savings. Many of the original ambitions for the CATS review including; the development of a CATS hub office in each of the former Council neighbourhood areas, cannot be achieved.
3 Education, Children and Families Committee - 24 May 2016
3.3 The table below compares the budget allocations and expenditure for the previous school structure in 2014/15 and the CATS budget and expenditure for 2015/16.
Community Budget Income Total income Every £1.00 Notes High School Expenditure Target for all from all High of budget Budget 23 High Schools spend allocated Schools generated 2014/15 2014/15
* Actual budget expenditure is £2,797,640 £2,797,640* £1,870,741 £2,247,056 £0.80 unavailable due to ‘crossover’ within school budget allocations. Income generated exceeded the schools14/15 income target by £376,315
CATS Budget Actual CATS Income Total Income Every £1.00 Notes Allocated Budget Target from 21 High of budget Spend Schools (Not spend 2015/16 including generated WHEC or Castlebrae)
£1,158,827 £1,556,826 £1,450,000 £1,512,761 £0.97 CATS exceeded income target by £62,761. CATS incurred an overspend of £397,999 see paragraphs 3.3 – 3.6 below.
Income generated by CATS at the end of April 2106 totalled £1,512,761 which compares favourably with income generated by schools in 2014/15 in relation to budgets allocated. 3.4 Income streams that were previously available to the schools that are no longer available to CATS include:
• Removal of internal recharging for Children and Families staff and services to utilise Children and Families facilities from 1 April 2015; • Transfer of two school based crèche/early years services and subsequent income generated to the Early Years service in 2015. 4 Education, Children and Families Committee - 24 May 2016
3.5 The Axiom consortium in financial year 2015/16 introduced charges for use of additional bank hours that exceed the 4,000 hour allocation required to support current levels of community access outwith core hours in PPP2 schools. This has resulted in an additional budget pressure for Communities and Families in excess of £250,000.This is in line with the PPP2 contract; however these charges had not been applied in the previous six years.
3.6 The ongoing support of secondary school staff in the management and administration of lets of school facilities should be noted. However the removal of income targets from secondary schools and the income generated from community access has resulted in some schools not fully supporting CATS. In some cases this has led to difficulties in ensuring invoices for community use of some school facilities have been raised consistently and systematically throughout the year. 3.7 The implementation of the Council’s Transition Programme and the implementation of a series of organisational reviews, including business support services, have resulted in clerical support staff identified as being in scope of Phase 2 of the CATS review having to remain in their original workplaces. This also impacted on the development of four neighbourhood based CATS operational hubs. 3.8 Wester Hailes Education Centre (WHEC) has retained responsibility for the operation of its leisure centre and letting of facilities and continues to receive a budget of £1,023,271 to support this and is required to achieve an income target of £500,000. 3.9 CATS has however also achieved the following: • The introduction of a revised scheme of charges for use of secondary school facilities across the city from 1 August 2015. This included a new commercial rate for businesses that utilise school facilities and the implementation of a consistent scale of charges for participation in citywide adult education programmes; • The implementation of phase 1 of the organisational review of staffing that resulted in the introduction of a new management and staffing structure for CATS in September 2014; • The removal of Community High School Headteacher and Depute Headteacher allowances in August 2015; • The development of an online booking and payment system for CATS for use of school facilities has been included in the Council wide online booking solution led by the Council’s new ICT partner CGI. It is anticipated the new system for booking school lets will be available for use by the public by October 2016.
5 Education, Children and Families Committee - 24 May 2016 3.10 In addition to sports and other lets of school premises a range of programmes and opportunities continue to be developed and offered to local people and groups in the former Community High schools which include; community based adult learning, swim schemes, and holiday programmes for children and young people. 3.11 CATS has also supported and contributed to the development of a range of other opportunities that support community access to schools including: • Funding of sports leaders to support the ongoing successful operation of community sports hubs in three secondary schools with another two set to come on-stream in 2016 and 2017; • The funding allocated by Sportscotland of £1.2m per year until 2019 for Active Schools and Community Sports Hubs depends upon the ongoing support of schools and CATS to ensure its continued success; • CATS now undertaken responsibility for the maintenance and staffing of the new Malleny Park 3G pitch in Balerno; • A revised adult education programme in Liberton High School has resulted in excess of 500 adults attending a range of courses and classes each week almost tripling the previous number of adult students. Further adult learning opportunities have also been developed in Queensferry High School, Portobello High School and Wester Hailes Education Centre (WHEC).
3.12 The online booking and payments system for adult education programmes was successfully introduced in August 2014 and has been very well received, 73% of adult student enrolments are now undertaken online. Introduction of the online system has also resulted in further key achievements:
• Learners can browse over 1,000 classes and courses online; • 36% of bookings were made outwith normal business hours; • 16,125 enrolments were taken between August 2015 and February 2016; • Reduction in face to face and postal enrolments and associated costs; • Reduction in programme brochure printing costs; • Improved management information.
3.13 Alternative enrolment methods are still available to the public who do not have access to ICT facilities and are not able to book online. All income generated from the citywide programme covers the costs incurred in its development, administration, resourcing and staffing.
3.14 In September 2015 approval in principal was given by the Corporate Policy and Strategy committee to progress a business plan that would see Edinburgh Leisure take over the running of some school sports facilities. If successful it is anticipated that this will result in; different approaches to usage of these facilities, more effective
6 Education, Children and Families Committee - 24 May 2016 and efficient use of these facilities, increased numbers of participants and considerably increase the income generated from hiring of these facilities. It is also anticipated that this will create an opportunity for Council officers to focus resources on non sporting use of secondary schools and to work in partnership with Edinburgh Leisure to maximise opportunities for local people. A further report about progress of the business plan was presented at the Corporate Policy and Strategy Committee on 17 May 2016.
Measures of success
4.1 Online booking and payment for lets in the city’s schools is being developed as part of the Council’s corporate booking project led by CGI and will be publicly available from October 2016.
Financial impact
5.1 The proposal to introduce a daily charge for commercial/for profit out of school care (OOSC) organisations that utilise primary schools to deliver their activities would result in a considerable increase in income from use of the primary school estate. 5.2 A number of for profit, commercial and franchised organisations deliver a range of activities and clubs in primary schools at the end of the school day between 4pm and 6pm. The majority of these organisations do not pay to utilise school facilities or resources yet generate profit and no contribution is made to the Council. It is therefore proposed to introduce a revised charge that is slightly less than the existing hourly charge for commercial organisations delivering activities in primary schools between 4.00pm and 6.00pm, to acknowledge children’s participation in these clubs and activities can make a valuable contribution to their learning experiences. A further report detailing proposed charges will be submitted to the Finance and Resources Committee for approval. 5.3 In financial year 2015/16 the Axiom consortium implemented, for the first time, the contractual agreement to charge the Council for use of additional bank hours within the PPP2 schools estate. This has resulted in an additional budget pressure in excess of £250,000 arising within Communities and Families. It should be noted that the PPP2 contract still has 23 years to run.
7 Education, Children and Families Committee - 24 May 2016 Risk, policy, compliance and governance impact
6.1 A risk register has been produced that details all risks identified within the review of Community Access to Schools. See Appendix 1. 6.2 High levels of school and community use result in considerable wear and tear on school facilities. In many cases equipment, for example; goalposts and artificial pitch surfaces, are nearing or have reached the end of their lifespan, yet there is no budget for replacement and no contingency plan exists to address this. If no strategic approach to this issue is introduced a further decline in community use of schools will be experienced leading to a greater reduction in income received and potential generation of further budget pressures within Communities and Families. 6.3 The terms of the current PPP2 contract require to be revisited to identify whether current levels of community access can be maintained in these schools as the current levels of expenditure outweigh the income generated which is not sustainable in the longer term
Equalities impact
7.1 A full equalities rights impact assessment (ERIA) of the CATS review was undertaken and reported to committee on 20 May 2014.
Sustainability impact
8.1 There are no adverse impacts arising from this report.
Consultation and engagement
9.1 Consultation and engagement has been undertaken with a range of partners, stakeholders and Trade Unions throughout the implementation of the CATS review. Consultation will continue with relevant stakeholders in relation to further developments within CATS, including the online booking and payment system for school lets.
8 Education, Children and Families Committee - 24 May 2016 Background reading/external references
Review of Community Access to Schools Committee report 20 May 2014 Review of Community Access to Schools – Revised Scale of Charges, report to Finance and Resources Committee 3 February 2015
Citywide review of Council-owned sports facilities and services: Management transfer of school sport facilities to Edinburgh Leisure
Alastair Gaw Acting Executive Director Communities and Families Contact: David Bruce, Senior Education Manager, Schools and Lifelong Learning E-mail: [email protected] Tel: 0131 469 3795
Links
Coalition pledges P4 – Draw up a long-term strategic plan to tackle both over- crowding and under use in schools Council outcomes CO1- Our children have the best start in life, are able to make and sustain relationships and are ready to succeed CO2 – Our children and young people are successful learners, confident individuals and responsible citizens making a positive contribution to their communities. CO4 – Our children and young people are physically and emotionally healthy. CO23 – Well engaged and well informed – Communities and individuals are empowered and supported to improve local outcomes and foster a sense of community. CO24 – The Council communicates effectively internally and externally and has an excellent reputation for customer care. Single Outcome SO4 - Edinburgh’s communities are safer and have improved Agreement physical and social fabric
Appendices Appendix 1; CATS Health and Safety Risk Register
9 Education, Children and Families Committee - 24 May 2016 APPENDIX 1
Communities and Families Community Access to Schools Health and Safety Risk Register
UPDATED January 2016
Inhe Current Approach Action Ref Category Key Risks Risk Owner I L rent Key Controls in place I L Further Actions Due Date Risk to Risk Owner Risk HEALTH & SAFETY Ensure that building has CEC staff GUIDANCE - GENERAL present at all times, recommendation CATS H&S for Secondary schools: One SSO and Group CATS H&S one other. CAT Risk that there are not guidance May 2016 Creation of Receptionist/Evening SRR Operational sufficient resources to provide 5 5 25 To be discussed 5 4 20 Treat sub group Clerical role 1 responsible people in the Corporate Development of H&S LETS guidance building for the duration of the FM pack LET/Adult Classes, which Regular liaison meetings with could lead to H&S implications Corporate FM as well as theft/vandalism. CAT Treat HEALTH & SAFETY SRR Discuss with Corporate FM GUIDANCE - GENERAL 2 CATS H&S
Group Development of LETS guidance pack May 2016 Roles and Responsibilities, which will define H&S roles and CATS H&S risk that the lead person for Operational 4 4 16 4 4 12 responsibilities. guidance managing H&S out of school sub group hours is not clear. Advice Creation of Receptionist/Evening required on who is responsible Clerical role after 6.00 pm.
1
Inhe Current Approach Action Ref Category Key Risks Risk Owner I L rent Key Controls in place I L Further Actions Due Date Risk to Risk Owner Risk The C&F Health & Safety Working Group and Committee manage all CAT H&S related policy/procedure to SRR HEALTH & SAFETY ensure the content is relevant and 3 GUIDANCE - fit for purpose COMMUNICATION
‘Risk Matters’ now in place
CATS H&S CATS H&S Development of CATS H&S LETS May 2016 Legal Risk that H&S 5 5 25 Annual H&S/risk management 3 2 6 Treat guidance Group guidance pack information/policy and self assurance questionnaire now sub group
procedure is not circulated
communicated effectively and that staff are not aware of their responsibilities
CAT H&S CATS group to look at H&S SRR procedures associated with LETS and 4 ensure that approach is standardised. STANDARDISATION The development of a LETS guidance Risk that systems and Primary LETS use a standardised pack. This guidance will be City Wide, procedures relating to LETS form available on the Orb/Council Website, CATS H&S CATS H&S Operational are not standardised across 5 5 25 Protocols that exist at 4 3 12 Treat cascaded to all. Information on guidance May 2016 Group the estate, leading to lack of establishment level – good emergency procedures, use of sub group understanding and risk that practice defibrillators, Swimming Pools etc. will unsafe practices may arise as be included. a consequence. CATS H&S guidance sub group to be put together to develop guidance/standardisation. CAT SRR Development of H&S LETS guidance 5 HEALTH & SAFETY pack to include: GUIDANCE - GENERAL Audit of equipment used for LETS Risk of unsafe equipment and ownership CATS H&S CATS H&S being used by letting groups or Group. Treat guidance May 2016 Operational equipment used in an unsafe 5 5 25 Within LETS guidance document 5 4 20 Checklist for safe use of school sub group manner. Uncertainty of equipment.
responsibility for equipment and potential for unsafe Guidance on equipment used for equipment being stored by LETS not owned by CEC, groups storage/maintenance
2
Inhe Current Approach Action Ref Category Key Risks Risk Owner I L rent Key Controls in place I L Further Actions Due Date Risk to Risk Owner Risk CAT Treat SRR 6 CATS H&S Consistent system to monitor adults CHILD PROTECTION Group such as name badges or signing in. CATS H&S May 2016 Security guidance Risk of adults in school during Risk assessments sub group supported by Sign in sheets Legal the day and child protection 5 5 25 5 4 20 Corporate Corporate FM. Local client knowledge incident occurring. School Update Council Wide Emergency FM Management Procedures & associated training. Schools at at local level Includes e.g. Bomb threat procedure local level & marauding firearms advice
HEALTH & SAFETY CAT GUIDANCE – EVENT CATS H&S To be SRR MANAGEMENT – Large Group discussed May 2016 CATS H&S 7 Events Development of H&S LETS guidance Legal 5 5 25 To be discussed 4 4 12 guidance pack to include guidance sub group Risk that capacity is not calculated accurately for large events
HEALTH & SAFETY CAT GUIDANCE – EVENT CATS H&S Development of H&S LETS Tolerate SRR MANAGEMENT - Licensing Group guidance pack will include this CATS H&S May 2016 8 Legal 4 4 12 information 4 4 12 guidance Risk that licenses are not in sub group place for special events (alcohol license/PRS)
Health & Safety audits signage CAT HEALTH & SAFETY CATS H&S checked regularly – legal Corporate H&S to be asked to advise SRR GUIDANCE - GENERAL Group requirement on what signage is required January 9 specifically relating to LETS. 2016
Schools @ Legal Risk of not having appropriate 4 4 12 3 3 9 Treat Audit to be undertaken to look at what local level H&S signage in place around is in place building, leading to lack of awareness of risk and Development of H&S LETS guidance potential accident pack
3
Inhe Current Approach Action Ref Category Key Risks Risk Owner I L rent Key Controls in place I L Further Actions Due Date Risk to Risk Owner Risk
Defibrillator guidance HEALTH & SAFETY CAT GUIDANCE - GENERAL SRR Defibrillator action plan which December
10 assigns roles and responsibilities 2015 Risk that defibrillators in C&F
establishments are not put in CATS H&S Corporate Operational 5 4 20 Defibrillators in place managed by 4 2 8 Tolerate place using Council guidance Group FM corporate FM and that staff are not familiarised on expectations and how the equipment is managed
Corporate Health & Safety to advise CAT on what guidance requires to be in SRR HEALTH & SAFETY place in terms of First Aid for public 11 GUIDANCE - GENERAL use of a building – is a risk assessment required? Advice included in LETS guidance CATS H&S CATS H&S May 2016 Legal 5 5 25 4 2 8 Tolerate guidance Risk that there is no one who Group Development of H&S LETS guidance sub group is First Aid trained resulting in pack an inadequate response to staff/service user accident Creation of Receptionist/Evening Clerical role
Children & Families Infection CAT CATS H&S Control Procedure SRR Group Noro Virus toolkit (will be an 12 appendix to the Infection Control HEALTH & SAFETY Procedure) Schools @ GUIDANCE - GENERAL Annual C&F “Ready for Winter” Tolerate local level Oct 2015
Operational 5 5 25 campaign and use of associated 4 3 12 using Risk of LETS/Classes taking scenarios in establishments Council place where there is a known RFW workshops for all new guidance infection control issue leaders in C&F outlines expectations re. Infection control Noro Virus awareness campaign in place
4
Inhe Current Approach Action Ref Category Key Risks Risk Owner I L rent Key Controls in place I L Further Actions Due Date Risk to Risk Owner Risk CAT SRR Corporate Facilities Management to 13 HEALTH & SAFETY advise GUIDANCE - PROPERTY Pool Operating procedure to be Risk that agency SSOs do not finalised and put in place through Corporate Facilities Management have an understanding of the input from CATS H&S Group to will not put SSOs in schools with technical H&S operations of ensure procedure is robust/fit for swimming pools if they are not the building, leading to H&S purpose trained in pool operations breach/accident. Risk that Corporate
technical knowledge is not Remedial property actions taking FM SSO training in general sufficient e.g. where an CATS H&S place as part of the Edinburgh Leisure March/April Operational 5 5 25 4 3 12 Treat agency SSO is not pool Group C&F Pool Audit report of April 2014 CATS H&S 2016 Swimming Pool technical trained but working in an guidance procedure now in place establishment with a Development of H&S LETS guidance sub group
swimming pool. This risk also pack
applies to the use of other Corporate Facilities Management Swimming Pool training in pool equipment e.g. snow blowers Develop a training package for SSOs safety and the risk includes Seek assurance through development Corporate Facilities of SLAs for pool management training Management SSOs and PPP for all concerned staff. SSOs Named FM manager required for pool management
CAT CATS H&S Insurance situation in particular to high risk LETS to be checked with SRR INSURANCE ADVICE Group May 2016 Primary & secondary LETS Margaret Rae (Council Insurance 14 CATS H&S booking forms ask for a signature Manager) Legal Risk of lessees not having 4 4 12 2 2 4 Treat guidance that insurance is in place sufficient insurance in place., sub group Development of H&S LETS guidance Impact on CEC/Service users pack incorporates advice re. Insurance for all users of schools
RESILENCE Development of H&S LETS guidance pack, fire safety information to be Risk of not managing Fire report included within this pack.
emergency procedures Fire requirements/evacuation CATS H&S (fire/bomb evacuation safety) information on all doors LETS Users to be provided with pack CAT guidance for LETS in terms of the CATS H&S and sign that they have read the From May SRR Legal 5 4 20 4 3 12 Treat sub group following; Group Primary & secondary LETS have details. Named person must be there 2016 15 a section on the booking form to for the duration of the LET Corporate • Defining LETS H&S sign that Fire Safety is in place FM responsibilities for and known for the LET staff and service Identify key staff responsible for users management of H&S during LETS 5
Inhe Current Approach Action Ref Category Key Risks Risk Owner I L rent Key Controls in place I L Further Actions Due Date Risk to Risk Owner Risk • Cascading LET who ensures all groups are provided emergency the pack and it is signed for. procedural information who all CATS H&S guidance sub group to be that require it in put together to develop particular service guidance/standardisation. users Roll out of emergency procedures – Resulting that inadequate see risk 5. Associated training for response is made to responsible person emergency incident due to lack of understanding and knowledge around emergency procedures, roles/responsibilities
6
Education, Children and Families Committee
10am, Tuesday 24 May 2016
Recommendations of the Social Work Complaints Review Committee – 11 March 2016
Item number Report number Wards All
Links
Coalition pledges Council outcomes Single Outcome Agreement SO2
Gerrard Clark Chair, Social Work Complaints Review Committee Contact: Carol Richardson Committee Services E-mail: [email protected] | Tel: 0131 529 4105
Report
Recommendations of the Social Work Complaints Review Committee – 11 March 2016 Summary
To refer to the Education, Children and Families Committee recommendations of the Social Work Complaints Review Committee on consideration of a complaint against the social work service within Children and Families. For decision/action
The Social Work Complaints Review Committee has referred its recommendations on an individual complaint against the social work service within Children and Families to the Committee for consideration. Main report
1 Complaints Review Committees (CRCs) are established under the Social Work (Representations) Procedures (Scotland) Directions 1996 as the final stage of a comprehensive Client Complaints system. They require to be objective and independent in their review of responses to complaints. 2 The CRC met in private on 11 March 2016 to consider a complaint against the social work service within Children and Families. The complainants and the service representatives attended throughout. 3 The complainants remained dissatisfied about the level of support given to them by the Council to secure appropriate accommodation to meet the needs of their grandchildren, for whom they acted as Kinship Carers. Following a response to their complaint from the department, they had requested that their case be put before the Social Work Complaints Review Committee. 4 The complaint comprised the following main points: i) The complainants felt that they required to be supported by the Council to have appropriate housing to meet the needs of their grandchildren, which to date had not happened. ii) That the Council’s response to the family’s difficulties had been inadequate and discriminatory. iii) That inaccuracies within the Council’s response highlighted serious miscommunication and misrepresentation of what had been said, done and agreed. iv) That the Council’s investigation had not been sufficiently impartial. v) That proper consideration should be given to the family’s request for an extension to the property based on accurate information and the
Education, Children and Families Committee – 24 May 2016 Page 2 of 5 grandchildren’s needs alone. Alternatively, an appropriate tenancy should be found in an area which presents minimum disruption to them. 5 The complainants currently cared for their three grandchildren in their local authority two-bedroom flat. The gender and age range of the children, coupled with the small dimensions of the accommodation, meant that living and sleeping conditions were cramped and stressful. Discussions to attempt to mitigate the overcrowding began with the Council in February 2014, but were perceived by the complainants to be slow. Following agreement in principle by the Council to look into extending the property, an architect was engaged to produce plans and secure estimates for the work, and preliminary sketches were presented in late spring 2015. 6 An additional bath/shower-room had been requested for inclusion in the plans, which required an occupational therapy (OT) assessment. This was carried out in May 2015 and concluded that the complainants did not meet the criteria for this adaptation owing to the grandmother’s health prognosis, which included reduced mobility and the likelihood of being a wheelchair user. The report stated that the property would not meet her long-term health needs and that, should one be required in future, the physical constraints of the building would prevent the installation of an external stairlift. The OT guidance in such circumstances is relocation to a ground floor/wheelchair accessible property. At the complainant’s instigation, her GP had been contacted and had indicated he agreed with the report. 7 Additionally, the Kinship Support Team had been advised that legal issues could exist around extension of the current property, involving airspace and communal loft and path areas. 8 The Kinship Care Support Team submitted a report to the Officer Panel operated by Housing Services which considered particular cases of requests for housing. The Panel decided there were no exceptional needs to warrant either priority status being awarded, or the allocation of a property. 9 When told that the extension could not be progressed, the complainants were disappointed and felt that the decision should not have been made on the basis of one assessment. They had been left with the impression that the go-ahead had been given to the works provided funds could be secured. 10 Subsequent exploration of possible relocation to a larger, preferably ground floor, dwelling had not progressed as the complainants were not keen to subject the children to the upheaval a move to another part of the City may involve, and did not wish to consider private lets. A complaint was submitted in June 2015 which was investigated and duly responded to on 28 September 2015. The complainants remained dissatisfied and requested that a Social Work Complaints Review Committee be convened. 11 The complainants explained the impact current living conditions were having on the family, pointing out that family members were not able to have privacy, and the younger children had no space to play.
Education, Children and Families Committee – 24 May 2016 Page 3 of 5 12 They indicated that there was confusion over the legal issues around extending the property and they could not clearly understand the reasons for refusal. 13 They also felt that too much of an issue was being made of the health assessment, stating that the children’s grandfather was very capable of looking after them single-handedly when this was required. They clarified that what had been requested was a compact shower-room rather than a wet-room, but the chief requirement was for bedroom space. 14 In terms of looking at other properties, they had been on the exchange register since they began looking after their grandchildren and stated they were willing to consider other areas. Within their locality, not many suitably sized flats or houses came up, but the benefits of the local area to the children were, in their view, significant. Any reluctance on their part to move was motivated by the positive change in the children’s demeanour since they had moved in with their grandparents, and this was evidenced by encouraging reports coming back from school. 15 The members of the Committee were given the opportunity to ask questions of the complainants. 16 The complainants clarified that they wanted the Council to fulfil its responsibility with regard to the children and support them to enjoy a normal childhood. 17 The members of the Committee were then given the opportunity to ask questions of the Investigating Officer. 18 Following questions from members the officer confirmed that the complainants’ current residence was too small to be internally reconfigured to provide additional bedroom space. Given the legal issues surrounding extension coupled with the conclusions of the OT assessment, progression of this option could not be supported. The team was continuing to try to meet identified needs and liaise with housing to try to assist the complainants. If a suitable ground floor property came up in future it could be considered for adaptation on its merits. 19 The Investigating Officer explained that the complainants’ case had involved unfamiliar territory for the Kinship Care Support Team and officers had had to seek advice on housing and legal issues from colleagues elsewhere in the Council; advice which had often been confusing and complex. She indicated that the Team would be able to employ the knowledge they had gained in future cases. 20 Following this, the complainants and Investigating Officer withdrew from the meeting to allow the Committee to deliberate. Recommendations
21 After full consideration of the complaint the Committee reached the following decisions/recommendations:
Education, Children and Families Committee – 24 May 2016 Page 4 of 5 To uphold the appeal in part, for the following reasons: - 1) That written communication had not been particularly good and the Committee recommended that in future the outcome of serious discussions of this sort be put clearly in writing to avoid confusion.
2) The Committee felt that the Council as a whole had a duty of care as regards the children, and whilst the Kinship Support Team appeared to have tried their best to help the complainants, advice and support from Housing did not seem to have been as of high a standard. The Committee requested that the complainants (and Kinship Support) be given a clearer definition of what constituted ‘exceptional need’.
3) The Committee also recommended that the Council’s legal services team should be asked to urgently review the legal complexities in this case, as there did seem to be some confusion about the legal feasibility of extending the property. Background reading/external references
Agenda, confidential papers and minutes for the Complaints Review Committee of 11 March 2016. Links
Coalition pledges Council outcomes
Single Outcome SO2 Edinburgh's citizens experience improved health and Agreement wellbeing, with reduced inequalities in health
Appendices None.
Education, Children and Families Committee – 24 May 2016 Page 5 of 5 Education, Children and Families Committee
10am, Tuesday, 24 May 2016
Children and Families' Response to Complaints Review Committee Outcome
Item number Report number Wards All
Executive Summary
This report outlines the actions taken by Children and Families following the recommendations of a Complaints Review Committee held on 11 March 2016.
Links
Coalition pledges P1, P8 Council outcomes CO3, CO5, CO6, CO12, CO13 Single Outcome Agreement SO3
Report
Complaints Review Committee
1. Recommendations from Complaints Review Committee
This report should be read in conjunction with the report from Committee Services relating to a Social Work Complaints Review Committee held on 11 March 2016. The decisions are set out below. Section 2 informs members of the improvement action taken by Children and Families as a result of the complaint.
1) The Complaints Review Committee recommends that written communication from the relevant services be improved and that in future the outcome of serious discussions is put clearly in writing to avoid confusion.
2) The Complaints Review Committee recommends the Council as a whole has a duty of care as regards children, and whilst the Kinship Support Team appear to have tried their best to help the complainant, advice and support from Housing does not seem to have been as of high a standard. Committee recommend the complainant (and Kinship Support Team) be provided with a clearer definition of what constitutes ‘exceptional need’.
3) The Complaints Review Committee recommends the Council’s legal services team urgently review the legal complexities of the case, as there appears to have been confusion about the legal feasibility of extending the property.
2. Improvement Actions Taken
2.1 The Kinship Support Team will ensure that in future all substantial decisions taken following discussions/meetings with service users/carers and relatives will be provided in writing.
2.2 Colleagues from Housing Support Services have been asked by the Kinship Support Team to clarify the current allocation of priority points in the complainant’s case and to provide further information as to the definition of ‘substantial need’. Kinship and Housing Support Services staff are working together to develop a system to promote priority for eligible kinship carers in accessing available housing stock. An initial meeting was convened on 27 April, at which time action points were raised and are currently being taken forward. Progress against each action will be reviewed on 7 June 2016.
Education, Children and Families Committee – 24 May 2016 Page 2 of 3 2.3 Housing Support Services have been asked to review the findings of the Complaints Review Committee and seek legal advice regarding some of the complexities and feasibility of the requested extension.
3. Recommendations
3.1 The Education, Children and Families Committee is recommended to note the actions taken in relation to the decisions of the Complaints Review Committee on 11 March 2016. Recommendations two and three above relate to the Council’s Housing and Regeneration Team, located within the ‘Place’ directorate and as such are out with the scope of the Education, Children and Families Committee. Recommendations two and three have been passed to the Housing and Regeneration Team for consideration and action as appropriate.
Michelle Miller
Chief Social Work Officer
Contact: Jon Ferrer, Team Leader, Quality Assurance – 0131 553 8396
E-mail: [email protected]
Links
Coalition pledges P1: Increase support for vulnerable children, including help for families so that fewer go into care P8: Make sure the city’s people are well-housed, including encouraging developers to build residential communities, starting with brownfield sites Council outcomes CO3: Our children and young people at risk, or with a disability, have improved life chances. CO5: Our children and young people are safe from harm or fear of harm, and do not harm others within their communities. CO6: Our children’s and young people’s outcomes are not undermined by poverty and inequality CO12: Edinburgh’s carers are supported CO13: People are supported to live at home Single Outcome SO3: Edinburgh's children and young people enjoy their Agreement childhood and fulfil their potential
Appendices None
Education, Children and Families Committee – 24 May 2016 Page 3 of 3 Education, Children and Families Committee
10am, Tuesday 24 May 2016
Recommendations of the Social Work Complaints Review Committee – 21 April 2016
Item number Report number Wards All
Links
Coalition pledges Council outcomes Single Outcome Agreement SO2
Sandra Mair Chair, Social Work Complaints Review Committee Contact: Louise Williamson, Committee Services E-mail: [email protected] | Tel: 0131 529 4240
Report
Recommendations of the Social Work Complaints Review Committee – 21 April 2016 Summary
To refer to the Education, Children and Families Committee recommendations of the Social Work Complaints Review Committee on consideration of a complaint against the social work service within Communities and Families. For decision/action
The Social Work Complaints Review Committee has referred its recommendations on an individual complaint against the social work service within Communities and Committee for consideration. Main report
1 Complaints Review Committees (CRCs) are established under the Social Work (Representations) Procedures (Scotland) Directions 1996 as the final stage of a comprehensive Client Complaints system. They require to be objective and independent in their review of responses to complaints. 2 The CRC met in private on 21 April 2016 to consider a complaint against the social work service within Communities and Families. The complainant and the service representatives attended throughout. 3 The complaint related to the complainant’s dissatisfaction with the Council’s response to a complaint which comprised the following main points: i) The Council’s response to her complaint regarding changes to contact arrangements with her children in December 2015. ii) The Council’s response to her complaint regarding the cancellation and reinstatement of the contact visit on 30 December 2015. iii) The Council’s response to her complaint regarding arrangements/notification for the Looked After and Accommodated Children’s review meeting held in January 2016. 4 The complainant’s representative expressed concern at what they felt was a continuing form of malpractice and which may have constituted bullying. There had been 3 instances where the complainant had been given less than 5 days notice to re-arrange visits; continual 2-3 days notice of the change of dates of meetings; and the lack of papers being provide for LAAC meetings.
Education, Children and Families Committee – 24 May 2016 Page 2 of 5
5 The complainant’s representative indicated that the first part of the complaint related to a planned visit which had been moved from 16 to 14 December 2015. The request for this change had been received by the complainant on 9 December 2015 and a response was requested by 11 December 2016. The complainant had immediately contacted the Department to advise that the change of date would not be suitable. 6 The complainant ‘s representative had indicated that the Council had also advised the complainant that the following scheduled meeting on 30 December 2015 would also be unable to go ahead following a decision taken by the Practice Team involved when looking at staffing levels over the festive period. This would have given the complainant 6 weeks without contact with her children. 7 The complainant’s representative indicated that the complainant had eventually managed to make arrangements to attend the visit on 14 December 2015 and the Department had re-instated the visit scheduled for 30 December 2016 but the complainant had not received a satisfactory explanation as to why the decision had been taken for no visits to take place. 8 The complainant’s representative further outlined the continual short notice and date changes to LAAC meetings which they felt happened on a regular basis. 9 The members of the Committee were given the opportunity to ask questions of the complainant. 10 The Investigating Officer advised that the decision regarding visits during December 2015 had been taken by the Neighbourhood Practice Team to enable them to manage staff resources over the festive period. He acknowledged that the complainant had not been satisfied with the proposed arrangements for visits and had apologised for this. 11 The Investigating Officer stressed that the complainant’s social worker had been reluctant to introduce a new supervising worker for the visits which it was felt would unsettle the children and not be in their best interests and for this reason the department had looked to bring the contact visit to 14 December 2015 when a familiar worker was available. 12 The Investigating Officer indicated that a new Social Worker for this case was now in place and that a schedule of future meetings had been arranged. 13 The members of the Committee were then given the opportunity to ask questions of the Investigating Officer. 14 The complainant’s representative summed up by stressing the desire of the complainant to work with the Department and to put a stop to what was being perceived as continuous harassment and bullying. They also wanted to ensure that notification for meetings and papers were issued timeously in future. 15 The Investigating Officer stressed that the Department would always try to issue papers on time and that there were processes and procedures in place to support this.
Education, Children and Families Committee – 24 May 2016 Page 3 of 5 16 Following this, the complainant, her representative and the Investigating Officer withdrew from the meeting to allow the Committee to deliberate in private. Recommendations
After full consideration of the complaints the Committee reached the following decisions/recommendations: 1) The Committee recognised that for operational reasons social workers would occasionally have to make changes at short notice to service provision, however, these changes should be communicated effectively and as timeously as possible with recognition of the impact on the clients. 2) The complaint detailed at Point 2.1 of the report by the Acting Practice Team Manager and Acting Executive Director of Communities and Families was upheld in part. The Committee noted that the Council recognised that they should have apologised for the lack of consultation on the change of date and the Committee supported the need for the Council to apologise for this failure. 2) The complaint detailed at Point 2.2 of the report by the Acting Practice Team Manager and Acting Executive Director of Communities and Families was not upheld. The Committee noted that that this part of the complaint had been upheld by the investigation and that the Department had apologised. 3) The complaint detailed at Point 2.3 of the report by the Acting Practice Team Manager and Acting Executive Director of Communities and Families was upheld in part. The Committee noted that the Council had apologised for the changes of dates for the LAAC meeting. The Committee was of the view that the Council should also apologise for not allowing the complainant adequate time to respond to a new date. The Committee recommended that the Council ensure that meetings were arranged in consultation with clients. 4) It was further noted that the complainant had failed to receive the papers for the LAAC and welcomed the offer from the Advice and Complaints Officer to investigate this issue. Background reading/external references
Agenda, confidential papers and minutes for the Complaints Review Committee of 21 April 2016. Links
Coalition pledges Council outcomes
Education, Children and Families Committee – 24 May 2016 Page 4 of 5 Single Outcome SO2 Edinburgh's citizens experience improved health and Agreement wellbeing, with reduced inequalities in health
Appendices None.
Education, Children and Families Committee – 24 May 2016 Page 5 of 5 Education, Children and Families Committee
10am, Tuesday 24 May 2016
Children and Families Response to Complaints Review Committee Outcome
Item number Report number Wards All
Executive Summary
This report outlines the actions taken by Children and Families following the recommendations of a Complaints Review Committee held on 21 April 2016.
Links
Coalition pledges P1 Council outcomes CO3 Single Outcome Agreement SO2
Report
Complaints Review Committee
1. Recommendations from Complaints Review Committee
This report should be read in conjunction with the report from Committee Services relating to a Social Work Complaints Review Committee held on 21 April 2016. The decisions are set out below. Section 2 informs members of the improvement action taken by the Council following the Complaints Review Committee findings.
1) Date changes to contact sessions December 2016:
The Committee noted that the Council recognised that an apology should have been made for the lack of consultation on the change of date.
2) Lack of sufficient time allowed to confirm availability for the Looked After and Accommodated Review Meeting
The Committee noted that the Council had apologised for the changes of dates for the LAAC meeting. The Committee was of the view that the Council should also apologise for not allowing the complainant adequate time to respond to a new date.
The Committee recommended that the Council ensure that meetings were arranged in consultation with clients.
2. Improvement Actions Taken
2.1 Advice and Complaints Officers have been asked to ensure that apologies are offered in responses where a change to the service has caused disruption, i.e. where a date change has caused disruption to family members, regardless of the reason.
2.2 Practice team staff have been reminded that where meetings need to be rearranged, this should be done in consultation with clients, and adequate time must be given to clients to confirm the date.
Education, Children and Families Committee – 24 May 2016 Page 2 of 3 3. Recommendations
3.1 The Education, Children and Families Committee is recommended to note the actions taken in relation to the decisions of the Complaints Review Committee on 21 April 2016.
Michelle Miller
Chief Social Work Officer
Contact: Eleanor Lindsay, Advice and Complaints Officer – 0131 553 8395
E-mail: [email protected]
Links
Coalition pledges P1: Ensuring every child has the best start in life. Council outcomes CO1: Our children have the best start in life, are able to make and sustain relationships and are ready to succeed. CO3: Our children and young people at risk, or with a disability, have improved life chances.
Single Outcome SO2: Edinburgh’s citizens experience improved health and Agreement wellbeing, with reduced inequalities in health.
Appendices None
Education, Children and Families Committee – 24 May 2016 Page 3 of 3