NOTICE OF MEETING
A MEETING of the EDUCATION COMMITTEE will be held in the COUNCIL
CHAMBERS, OLD VIEWFORTH, STIRLING on THURSDAY 8 JANUARY 2015
commencing at 6.30 pm.
ELIZABETH M DUNCAN
Chief Governance Officer
Clerk to the Council
23 December 2014
AGENDA
1.
APOLOGIES AND SUBSTITUTIONS
2.
DECLARATIONS OF INTEREST
3.
URGENT BUSINESS BROUGHT FORWARD BY THE CHAIR
4.
MINUTES – 23 OCTOBER 2014
(Pages 1 - 8)
STRATEGIC COUNCIL PRIORITIES
5.
EDUCATION ATTAINMENT OF THE LOWEST 20% OF PERFORMERS IN
NATIONAL EXAMINATIONS – UPDATE BRIEFING
Report by Director of Children, Young People and Education (Pages 9 - 40)
6.
CORPORATE PARENTING – BRIEFING PAPER – DEVELOPMENT OF
FRAMEWORK TO SUPPORT EMOTIONAL WELLBEING OF LOOKED AFTER
CHILDREN
Report by Director of Children, Young People and Education (Pages 41 - 46)
PERFORMANCE
7.
PERFORMANCE AND STRATEGIC PRIORITIES PROGRESS REPORT
Joint report by Director of Children, Young People and Education and Head of Assets
and Support (Pages 47 - 68)
PROJECT
8.
RESULTS OF FORMAL CONSULTATION TO RELOCATE ST MARGARET’S
PRIMARY SCHOOL, COWIE
Report by Director of Children, Young People and Education (Pages 69 - 82)
9.
EXTENSION OF EARLY YEARS PROVISION, COWIE
Report by Director of Children, Young People and Education (Pages 83 - 96)
10.
ST NINIAN’S PRIMARY SCHOOL – FURTHER UPDATE
Joint report by Director of Children, Young People and Education and Head of Assets
and Support (Pages 97 - 102)
Note: The recommendations contained in the report seek to alter a decision of the
Committee taken on 23 October 2014 (within the last six months). In terms of
Standing Order 72, two thirds of the Members of the Committee present and entitled
to vote would require to agree to reconsider the previous decision.
OTHER BUSINESS
11.
SCHOOL ESTATE BI ANNUAL REVIEW
Report by Director of Children, Young People and Education (Pages 103 - 112)
12.
PLACING REQUESTS – RESERVED PLACES
Report by Director of Children, Young People and Education (Pages 113 - 124)
13.
SCHOOL TRAVEL PLANNING
Report by Director of Children, Young People and Education (Pages 125 - 130)
14.
BIKEABILITY CYCLE TRAINING
Report by Director of Children, Young People and Education (Pages 131 - 138)
15.
DEVELOPMENT OF THE GAELIC LANGUAGE PLAN
Report by Director of Children, Young People and Education (Pages 139 - 144)
16.
INSPECTION OF STIRLING HIGH SCHOOL: PUBLICATION OF EDUCATION
SCOTLAND’S REPORT
Report by Director of Children, Young People and Education (Pages 145 - 160)
17.
INSPECTION OF THE LEARNING COMMUNITY SURROUNDING STIRLING HIGH
SCHOOL: PUBLICATION OF EDUCATION SCOTLAND’S REPORT
Report by Director of Children, Young People and Education (Pages 161 - 172)
EXEMPT
It is anticipated (although this is not certain) that the meeting will resolve to exclude
the press and public during consideration of the following item marked with the prefix
E (not for publication in terms of Schedule 7A of the Local Government (Scotland) Act
1973).
Item No
Report Title
E18
NURSERY AND OUT-OFSCHOOL CARE PLACES APPROVAL TO AWARD
CONTRACTS TO PRIVATE
AND VOLUNTARY SECTOR
NURSERIES IN EXCESS OF
ВЈ1,000,000
Schedule
7A paras
6&9
Reason for Report being
Exempt
This report is exempt under
Paragraphs 6 and 9 of Part 1 of
Schedule 7A of the Local
Government (Scotland) Act
1973 as it contains
commercially sensitive
information relating to a
contract.
E18
NURSERY AND OUT-OF-SCHOOL CARE PLACES - APPROVAL TO AWARD
CONTRACTS TO PRIVATE AND VOLUNTARY SECTOR NURSERIES IN EXCESS
OF ВЈ1,000,000
(para 6&9) Report by Director of Children, Young People and Education (Pages 173 - 198)
(For further information, please contact Joyce Allen on 01786 233095)
1
THIS REPORT RELATES
TO ITEM 4
ON THE AGENDA
STIRLING COUNCIL
MINUTES of MEETING of the EDUCATION COMMITTEE held in the COUNCIL
CHAMBERS, OLD VIEWFORTH, STIRLING on THURSDAY 23 OCTOBER 2014 at
6.30 pm.
Present
Councillor Alistair BERRILL (Convener)
Councillor Margaret BRISLEY
Councillor Martin EARL
Councillor Danny GIBSON
Mrs Rose HART, Religious Representative
Councillor Alicia HAYES
Councillor John HENDRY (Substitute)
Councillor Graham LAMBIE
In Attendance
Michael Boyle, Education Business Support Manager, Children, Young People & Education
Liz Duncan, Chief Governance Officer, Governance & Resources
Elaine Fleming, Performance and Improvement Adviser, Chief Executive’s Office
Sharon Johnston, Assistant Head, Children, Young People & Education
Kevin Kelman, Assistant Head, Children, Young People & Education
David Leng, Director of Children, Young People & Education
Carolyne McDaid, Quality Improvement Officer, Children Young People & Education
Karen McLaughlin, Head of Wellgreen Nursery
Fiona MacDonald, Service Manager, Children, Young People & Education
John Risk, Head of Assets & Support
Gillian Robertson, Headteacher, Borestone Primary School
Cath Sutherland, Strategic and Community Planning Team Leader, Chief Executive’s Office
Matthew Sweeney, Project Assistant, Chief Executive’s Office
Prior to the commencement of business the Convener welcomed Dr Adrian Hadland and
journalism students from Stirling University who were present as observers.
ED104 APOLOGIES AND SUBSTITUTIONS
Apologies for absence were submitted on behalf of Iain McRobbie, Teacher
Representative, Rev Jane Morris, Statutory Religious Representative and Councillor
Christine Simpson. Councillor John Hendry was in attendance as substitute for
Councillor Christine Simpson.
2
ED105 DECLARATIONS OF INTEREST
There were no declarations of interest.
ED106 URGENT BUSINESS BROUGHT FORWARD BY THE CHAIR
There were no items of urgent business.
ED107 MINUTES
The Minutes of the Meeting held on 21 August 2014 were submitted for approval.
Decision
The Minutes of the Meeting held on 21 August 2014 were approved as an accurate
record of proceedings.
ED108 EDUCATION ATTAINMENT OF THE LOWEST 20% PERFORMERS IN NATIONAL
EXAMINATIONS – UPDATE BRIEFING
A report by the Director of Children, Young People and Education provided an update
briefing of the ongoing developments within the Education Service to improve the
performance of the lowest 20% of performers. The report also presented the Raising
Attainment Strategy which had been developed by a team of senior officers and
headteachers.
The Strategy aimed to ensure that the full range of services within the Stirling and
Clackmannanshire Education Service and partners worked coherently with schools
and other educational settings to maximise the impact of available resources in
further raising the attainment and increasing the progression of learners. A range of
approaches had been developed to support six key themes to raise attainment for all
children and young people:•
•
•
•
•
•
Increasing ambition
Family and community
Enabled leadership
Excellent learning and teaching
Literacy and numeracy
Data analysis.
Members thanked everyone concerned for their hard work in developing the Strategy
which would grow and change over time.
3
Decision
The Committee agreed: 1. to approve the Raising Attainment Strategy which outlined the vision, priorities
and expectations of Stirling and Clackmannanshire Education Service in relation
to raising educational attainment and achievement, particularly for vulnerable
children and young people; and
2. to future update briefings for this standing item to be considered by the
Committee focussing on developments relating to the implementation of the
Strategy across the Education Service.
(Reference: Report by Director of Children, Young People and Education, dated 15
October 2014)
ED109 NURSERY AND OUT-OF-SCHOOL CARE - UPDATE BRIEFING ON COUNCIL
INVESTMENT IN EARLY YEARS
In February 2014 the Council announced an additional ВЈ100,000 would be invested
in early years, under the direction of the Education Service, to continue with
innovative approaches towards meeting the needs of children and families in Stirling.
A report by the Director of Children, Young People and Education described the
ways in which the Education Service was spending the additional investment and
provided an update of action taken to date.
Members welcomed the imaginative and wide ranging initiatives being taken forward.
Decision
The Committee noted the content of the update briefing report.
(Reference: Report by Director of Children, Young People and Education, dated 15
October 2014)
ED110 CORPORATE PARENTING UPDATE BRIEFING
A report by the Director of Children, Young People and Education provided an
update briefing from the Education Service on an aspect of the training strategy for
Education staff working with Looked after Children and Young People, specifically a
Project pilot; Recognising Prior Learning which was a development being taken
forward with Centre for Excellence for Looked After Children in Scotland (CELCIS).
The Project involved working with CELCIS to introduce a new toolkit for schools
called Recognition of Prior Learning (RPL) which could be used to benchmark skills
developed in informal settings against academic qualifications.
Decision
The Committee agreed to note the content of the update briefing report on the pilot
project with the Centre for Excellence for Looked After Children in Scotland (CELCIS)
in relation to improving outcomes for Looked After Children and Young People.
4
(Reference: Report by Director of Children, Young People and Education, dated 15
October 2014)
ED111 PERFORMANCE AND STRATEGIC PRIORITIES PROGRESS REPORT
At the last meeting (paragraph ED 100 refers), the Committee approved the
Education Services Strategic Plan 2014-2017. A joint report by the Chief Executive,
Director of Children, Young People and Education and the Head of Assets and
Support presented the latest information on the performance indicators, and on
progress in implementing the strategic priorities, overseen by the Education
Committee and revised to ensure alignment with the Strategic Plan.
Members suggested that some of the current targets, for example, positive leaver
destinations should be set at a higher level, at least reflecting the national average.
Decision
The Committee agreed:
1. to note the performance of reported indicators at Appendix 1 – Section 1 and 2 of
the submitted report;
2. to request Officers to review the current targets, including an assessment of the
implications of increasing the targets and report back to a future meeting of the
Committee;
3. to note progress on the Senior Management Objectives through which the
Strategic Priorities overseen by the Education Committee were being delivered
(Appendix 1 – Section 3 to the submitted report); and
4. to note the content of Appendix 2 to the submitted report which provided authority
wide and school by school data on exam results in the Stirling Council area.
(Reference: Joint report by Chief Executive, Director of Children, Young People and
Education and Head of Assets and Support, dated 14 October 2014)
ED112 ST NINIAN’S PRIMARY SCHOOL – UPDATE ON OUTCOME OF OPTION
APPRAISAL
At the previous Education meeting on 21 August 2014 (paragraph ED96 refers), the
Committee agreed that the option appraisal of St Ninian’s Primary School be
delegated to and completed by the Head of Assets and Support and the Director of
Children, Young People and Education, in consultation with the Convener and Vice
Convener of the Education and Finance and Economy Committees and their
opposition spokespersons.
A joint report by the Director of Children, Young People and Education and Head of
Assets and Support set out the results of the option appraisal exercise, identified the
high level timescales and set out the next steps for the project and the resource
position. Each of the four options had now been scored and appraised using the
option appraisal matrix to assess:-
5
•
•
•
How they addressed the educational and asset management objectives;
Whether they were affordable; and
How they impacted on project delivery and implementation.
Option 4 – New Build was the agreed preferred option on the basis that it scored the
highest number of points, best met the project objectives and limited operational
disruption during the construction period.
In answer to questions from Members, the Head of Assets and Support confirmed
that Officers were considering whether the new build could include some element of
the Victorian architecture.
Decision
The Committee agreed:1. to note the results of the option appraisal work and that the Head of Assets and
Support and the Director of Children, Young People and Education, in
consultation with the Convener and Vice Convener of the Education and Finance
and Economy Committees and their Opposition Spokespersons had agreed to
proceed with Option 4, the New Build option; and
2. to recommend to Council, at the time of formulating and approving the capital
programme, that sufficient financial resources be made available, and profiled, to
allow the project to be constructed to the timescales as outlined in the submitted
report and that the Education Committee would hope that this would not impact
on any existing education projects within the capital programme.
(Reference: Joint report by Director of Children, Young People and Education and
Head of Assets and Support, dated 14 October 2014)
ED113 IMPACT OF EDUCATION SERVICES BUDGET SAVINGS 2014-15
At the Council’s budget meeting on 20 February 2014, savings of £419,000 were
agreed in respect of the Education Service, which contributed to the Council’s overall
savings. A report by the Director of Children, Young People and Education provided
information on the progress in achieving the budget savings and also the impact of
these savings.
Decision
The Committee agreed to note the budget savings achieved in the current financial
year and the impact upon service delivery.
(Reference: Report by Director of Children, Young People and Education, dated 15
October 2014)
ED114 IMPACT OF SCHOOL ROLL PROJECTIONS 2014-2020
At the meeting of the Committee on 24 October 2013 (paragraph ED 49 refers)
information was presented to the Committee on the impact of school roll projections
6
for the six years between 2013 and 2019. At that meeting Members asked for an
annual update on the projections and a report by the Director of Children, Young
People and Education provided this information for the period 2014-2020.
It was recognised that schools in Stirling city and the Eastern Villages were predicted
to experience the highest levels of growth whilst for a number of rural schools, the roll
projections continued to show a decline.
Decision
The Committee agreed to note the projected school roll information for 2014-2020
and the impact on schools.
(Reference: Report by Director of Children, Young People and Education, dated 15
October 2014)
ED115 CREATION OF A STATUTORY GAELIC LANGUAGE PLAN
In accordance with Section 3 of the Gaelic Language (Scotland) Act 2005, Stirling
Council was required to produce a Gaelic Language Plan detailing how it recognised
and encouraged Gaelic Language and Culture throughout Stirling. A report by the
Director of Children, Young People and Education set out the background, timescale
and high level aims of Stirling Council’s proposed Gaelic Language Plan.
It was estimated that 98.4% of people in the Stirling Council area had no skills in
Gaelic compared to a figure of 98.3% nationally with only 410 people in the area able
to speak, read and write Gaelic. The Gaelic Language Plan required to be submitted
to BГІrd na GГ idhlig by 28 February 2015.
Decision
The Committee agreed:1. to note the statutory requirement for a Gaelic Language plan to be submitted to
BГІrd na GГ idhlig by 28 February 2015; and
2. to note that the Gaelic Language Plan would be submitted to the Committee for
consideration on 8 January 2015 and thereafter to the Council for final approval.
(Reference: Report by Director of Children, Young People and Education, dated 15
October 2014)
In terms of Standing Order 35, the Convener adjourned the meeting
at 8.30 pm for a comfort break.
The meeting re-convened at 8.45 pm.
ED116 INPSECTION OF CROFTAMIE NURSERY: PUBLICATION OF EDUCATION
SCOTLAND’S REPORT
A report by the Director of Children, Young People and Education advised the
Committee of the publication of a report by Education Scotland on the inspection of
7
Croftamie Nursery. The Nursery was inspected in the week beginning 2 June 2014
with the inspection report published on 8 July 2014.
Members commended all members of staff on achieving such an outstanding report.
As the Head of Nursery was unable to attend the meeting, the Convener undertook
to send a letter on behalf of the Committee congratulating the Head of Nursery and
her staff on their outstanding inspection report.
Decision
The Committee agreed to note the outcome of the inspection and key findings
identified in the submitted report.
(Reference: Report by Director of Children, Young People and Education, dated 15
October 2014)
ED117 INSPECTION OF WELLGREEN NURSERY: PUBLICATION OF EDUCATION
SCOTLAND’S REPORT
A report by the Director of Children, Young People and Education advised the
Committee of the publication of a report by Education Scotland on the inspection of
Wellgreen Nursery. The Nursery was inspected in the week beginning 26 May 2014
with the inspection report published on 8 July 2014.
The Head of Nursery responded to questions from Members on links with the
community and working with parents. Members congratulated the Head of Nursery
and her staff on their excellent report.
Decision
The Committee agreed to note the outcome of the inspection and key findings
identified in the submitted report.
(Reference: Report by Director of Children, Young People and Education, dated 15
October 2014)
The Convener closed the Meeting at 9.05 pm
8
9
THIS REPORT RELATES
TO ITEM 5
ON THE AGENDA
STIRLING COUNCIL
EDUCATION COMMITTEE
CHILDREN, YOUNG PEOPLE
AND EDUCATION
8 JANUARY 2015
NOT EXEMPT
EDUCATION ATTAINMENT OF THE LOWEST 20% OF PERFORMERS IN NATIONAL
EXAMINATIONS
UPDATE BRIEFING
1
SUMMARY
2
1.1
The purpose of this report is to provide an update briefing to the Education
Committee on the ongoing developments within the Education Service to
support the Council’s key priority D: to improve the outcomes for the lowest
performing 20% of children in nurseries and schools.
1.2
The paper highlights current areas of development that focus on youth
employability within the Education Service. The developments highlighted
within the paper are funded by the additional funds that the Council committed
to supporting youth employability this financial year. The developments
outlined also support the Raising Attainment Strategy that the Education
Committee approved in October 2014.
OFFICER RECOMMENDATION(S)
The Education Committee agrees to:
2.1
3
note and comment on the youth employability developments within the
Education Service in relation to raising educational attainment and
achievement, particularly for vulnerable children and young people.
CONSIDERATIONS
3.1
A key driver of the Raising Attainment Strategy is increasing ambition - raising
aspirations; supporting self-motivation and confidence of children and young
people; and intervening appropriately when attainment levels should be
better. This paper goes on to describe three current developments that
support youth employability and increase young people’s ambition.
3.2
SCOTS Programme
A key development has been the introduction of the School-College
Opportunities to Succeed (SCOTS) programme which was formally launched
in September 2014. The one year programme is aimed at fourth year pupils to
give pupils a taster of different vocational subject areas and introduce them to
the college environment. Pupils on the programme attend college for a half-
10
day per week and experience eight different vocational subjects including:
construction; hair and beauty; engineering; business administration and
tourism; care; fitness, health and exercise; creative industries; and science.
3.3
Schools were asked to select young people who had not identified clear postschool plans. 82 young people signed up to the programme from all 7
secondary schools.
3.4
Within their schools young people are consolidating their college experience.
The young people involved work with teachers in their home school to
improve their skills for learning, skills for work and skills for life. The young
people also develop employability skills such as researching for jobs, creating
a CV, preparing for interviews. Young people on the SCOTS Programme will
be guaranteed an interview for post-school college courses at Forth Valley
College.
3.5
The programme runs through to summer 2015. The programme will be fully
evaluated, both in terms of learner knowledge and skills and transition impact.
3.6
The SCOTS programme is being delivered through the use of ВЈ34k of the
additional funds that the Council provided to support youth employability. If
the programme is going to be offered next academic session, further funding
will need to be identified.
3.7
Transitions Programme
In collaboration with Raploch Community Enterprise, the Education Service
has developed a school leaver support programme that will engage 32 young
people, with a focus on construction/landscaping and retail/care/hospitality.
This programme is targeted at young people at risk of entering negative postschool destinations. The programme offers a blend of employability skills
development and practical work experience. 19 young people have already
participated on this programme in the period from August- December 2014. A
further cohort will be identified for the period from February-June 2015.
The transitions programme is being delivered through the use of ВЈ16k of the
additional funds that the Council provided to support youth employability.
3.8
Employability Pipeline
The Education Service recognises that there is a small, but significant number
of young people that disengage from post-school employability opportunities
and become �invisible’ to a range of agencies. Two part-time outreach
workers have been given the responsibility to identify, engage and support
these young people back in to the most appropriate stage of the Stirling skills
pipeline. This work will commence in January 2015, in partnership with Skills
Development Scotland and school-based colleagues.
3.8
The employability skills pipeline is a nationally recognised framework
containing stages 1-5 towards employability. The Stirling skills pipeline
identifies local opportunities to support engagement and progression into
employability (outlined on page 10 of Appendix 1).
11
4
POLICY/RESOURCE IMPLICATIONS AND CONSULTATIONS
Policy Implications
Equality Impact Assessment
Strategic Environmental Assessment
Single Outcome Agreement
Diversity (age, disability, gender, race, religion, sexual orientation)
Sustainability (community, economic, environmental)
Effect on Council’s green house gas emissions
Strategic/Service Plan
Existing Policy or Strategy
Risk
Resource Implications
Financial
People
Land and Property or IT Systems
Consultations
Internal or External Consultations
No
No
Yes
Yes
Yes
No Effect
Yes
Yes
No
No
No
No
No
Equality Impact Assessment
4.1
This report was considered under the Council’s Equalities Impact Assessment
process and was assessed as not relevant for the purposes of Equality
Impact Assessment.
Strategic Environmental Assessment
4.2
This report was considered under the Council’s Strategic Environmental
Assessment process and was assessed as not relevant for the purposes of
Strategic Environmental Assessment.
Single Outcome Agreement
4.3
Adopting the recommendations within this report supports the Single
Outcome Agreement 5.1.2. - Improved support for disadvantaged and
vulnerable families and individuals and 5.1.6 – Improved opportunities for
learning, training and work.
Other Policy Implications
4.4
Following consideration of the policy implications of this report, no relevant
issues have been identified.
Resource Implications
4.5
There are no additional resource implications for the Service.
Consultations
4.6
There are no consultations associated with this report.
12
The appropriate Convener(s), Vice Convener(s), Portfolio Holder and
Depute Portfolio Holder have been consulted on this report
The Chief Executive has been consulted on this report
5
Tick ( )
to confirm
в€љ AB
в€љ MB
в€љ
BACKGROUND PAPERS
N/A.
6
APPENDICES
Appendix 1 – Stirling Opportunities for All 2014/15 booklet.
Author(s)
Name
Designation
Telephone Number/E-mail
Bill Miller
Service Manager
01786 233595
[email protected]
Kevin Kelman
Assistant Head of Education
01786 233224
[email protected]
Approved by
Name
David Leng
Date
16 December 2014
Designation
Director of Children, Young
People and Education
Service
Reference
Signature
13
Stirling
Opportunities for All
2014/15
Options for young people thinking about leaving school
14
Did you know?
Whatever you do when you leave school, ILA
funding is available for you to continue learning.
ILA is ВЈ200 you are entitled to claim annually to
pay for learning or training.
Anyone age 16 or over can apply, provided
you earn less than ВЈ22,000 a year.
See www.ilascotland.org.uk for details.
15
Opportunities
What opportunities are out there when
you leave school?
This guide outlines all the options – and tells you where to get more
information about the ones that interest you.
Information, Advice and Guidance
2
Employment
4
Further Education – College
6
Higher Education – College
7
Higher Education – University
8
Volunteering
9
Stirling Skills PipeLine
10
Stage One
11
Stage Two
13
Stage Three
16
Stage Four
18
Stage Five
22
16
Information,
EMPLOYMENT
Advice
and Guidance
You can get information, advice and guidance on what
options you have including staying on at school or
moving to Further Education, Training or Employment:
kkOnlinejj
Research hundreds of careers and match your interests and skills to them at:
kk My World of Work www.myworldofwork.co.uk
kk PlanIT Plus www.planitplus.net/careerzone
kk Young Scot www.youngscot.org/info/jobs-careers
My World of Work also has a
webchat facility so you can get
help with using the interactive
services in real time.
kkBy phonejj
If you’ve had a look online and want some more expert advice, call Skills Development Scotland’s
Contact Centre on 0800 917 8000, free from landlines.
kkFace to facejj
In school
Teachers can help you think about what your strengths and skills are, and what you can do to
develop your skills. Some teachers will be able to tell you about career areas related to their
subject.
Information Station
Get information on a variety of issues including education, employment, training, health, housing
and travel. Discuss your options with Youth Services staff and volunteers, use the IT facilities, get
help researching options and applying for opportunities. The Information Station is located on the
corner of Back Walk and Corn Exchange Road, Stirling.
Find us on facebook or phone 01786 432160.
2
Opportunities for School Leavers 2014/15
17
Information, Advice
and Guidance
Callander Youth Hub
Get information on a variety of issues including education, employment,
training, health, housing and travel. Discussion your options with staff, use
the IT facilities, get help researching options and applying for opportunities.
Contact Callander Youth Project, 6 Bridgend, Callander, FK17 8AH or phone:
01877 330141
Careers Adviser
Your school has a careers adviser who offers information and guidance on
options and can help you make the right decisions. Ask your teacher or call
01786 462036 to find out how to contact them.
If you need some support after leaving school, the Skills Development
Scotland Careers Centre (66 Upper Craigs, Stirling 01786 462036) is there
to help you find work, training, college and university opportunities. We can
also help you come up with alternative plans and ideas if things haven’t
quite gone to plan!
kkAdditional Supportjj
Many employers, as well as Further and Higher Education,
are good at taking account of additional support needs, and the careers
adviser can help you find out about the support available.
3
18
EMPLOYMENT
Where can I find a job?
The job market is competitive but there are jobs out there. Not many
companies advertise in the local paper these days, so try:
kk
kk
kk
kk
kk
Asking family and friends
Speculative applications
Job search websites
Recruitment agencies
Work clubs
Work clubs
There are work clubs especially for young people at the Information Station on the Back Walk,
Stirling, 01786 233562 and at Callander Youth Hub, 6 Bridgend, Callander, 01877 330141.
Young Working Lives is a Stirling initiative to help work-ready 16 - 24 year olds to access
employment and training. Young people participate in a work experience placement and get
support to search for and apply for jobs. They may also be able to apply for live vacancies whilst
participating in the programme. Contact Stirling Council Youth Services on 01786 233562.
Recruitment agencies can also be helpful if you have a clear idea of the type of work you
are interested in, and especially if you have some experience (paid or unpaid) in the relevant sector.
The Information Station,
Work Clubs, and Skills
Development Scotland can
also help you with CVs,
applications and preparing
for interviews.
4
Opportunities for School Leavers 2014/15
19
EMPLOYMENT
What do I put in my application?
Your application helps an employer decide whether to see you for an interview.
It’s your chance to say who you are and show an employer that you’re perfect for
that job. You usually need to tailor your application to each job you are applying
for – read the advert or job description carefully and explain how your experience
matches what they want. Once you have written your CV or application, get
someone to read it over and suggest how it could be made even better.
CVs and Interviews
Listed below are some links you may find helpful when
preparing your CV and getting ready for an interview.
For what to put in your CVs and applications, try
www.myworldofwork.co.uk/section/applying-for-a-job
For a tool to help you produce a professional-looking CV, try
www.myworldofwork.co.uk/landing-mycv
For how to make the best impression at an interview, try
www.myworldofwork.co.uk/section/interviews
How much will I earn?
If you are 16 or over, you will earn at least the
National Minimum Wage: (current rates)
kk ВЈ3.72 an hour for 16-17 year olds
kk ВЈ5.03 an hour for 18-20 year olds
kk ВЈ2.68 an hour for a Modern Apprentice
under 19 years old or in the first year of
the Apprenticeship
Rates may change annually in October, full
information can be found at
www.gov.uk/national-minimum-wage-rates
5
20
Further Education
course fees are usually
fully funded. You may also be
eligible for a bursary or Education
Maintenance Allowance (EMA) funding –
ask your chosen college for details.
COLLEGE
EMPLOYMENT
Further Education
Further Education (sometimes referred to as FE)
means courses taken at college, excluding
degree level courses, HNCs and HNDs.
Top Tips
Further Education tends to be work-focused (vocational), with courses at NC or NQ level
available in a wide range of subjects.
kk
You will need Standard Grade or Intermediate 1 or 2 passes for some courses, but
others have no formal entry requirement.
kk
Apply early! College interviews start in February and popular courses fill up fast.
Try to apply by January for an August start.
kk
Some courses start in January – apply in October / November for these.
Forth Valley College has campuses in Stirling, Alloa and Falkirk.
Some of last year’s school leavers
from Stirling went to:
Forth Valley College
Glasgow Clyde College
City of Glasgow College
Glasgow Kelvin College
New College Lanarkshire
Scotlands Rural College
West Scotland College
Perth College UHI
6
In addition to
Further Education courses,
Forth Valley College also
offer a wide range of
programmes and courses
that fit into Stirling’s Skills
Pipeline (see page 10)
Opportunities for School Leavers 2014/15
21
COLLEGE
Higher Education
Higher Education (sometimes referred to as HE) is degree-level
education and can be taken at university or college. Higher
education includes:
kk Degrees
kk Higher National Certificates (HNCs)
kk Higher National Diplomas (HNDs)
Colleges offer a wide variety of subjects at HNC and HND. These are workrelated (vocational) Higher Education qualifications. While Degrees tend to focus
on gaining knowledge, HNCs and HNDs are designed to give you the skills to
put that knowledge to effective use in a particular job. They are highly valued by
employers, or they can be a stepping stone onto a degree course.
HNCs can take one year to complete full time.
HNDs take two years full time.
Forth Valley College offers HNCs, HNDs and Degrees in a range of subjects.
There are other colleges, for example in Glasgow and Edinburgh, that you may
wish to find out about.
Some HNCs/HNDs link
directly to University courses.
Check with the college how
a HNC/D might affect your
funding for other HE courses
in future.
7
22
UNIVERSITY
Higher Education
Remember: colleges
also offer Higher Education,
including B.A and B.Sc. degrees
Considering University but aren’t sure whether it’s for you?
Find out more at http://www.southeastscotlandforum.ac.uk/
news/view/we-know-higher-education-can-be-confusing.
Applying:
kk
You need to apply for University through UCAS – the school will provide information on
how to do this.
kk You normally need four Highers; five or more for some courses.
kk Entry requirements quoted by UCAS are minimum requirements, gained at one sitting.
For very popular courses you will probably need more than this.
kk Voluntary work experience can give you the edge over other candidates and can be vital
for entry to some courses: the summer before you apply to university is a good time to do
this.
If you live in Scotland and go to
a university in Scotland, you do
not have to pay tuition fees. You
do need to think about the cost of
living, especially if you plan to live
away from home. Find out about the
funding available at www.saas.gov.
uk/student_support
8
Opportunities for School Leavers 2014/15
23
VOLUNTEERING
Volunteering is a great way to:
kk
kk
kk
Develop new skills and improve existing skills
Build your confidence and motivation
Show employers you’ve got drive and initiative
Employers are looking for more than just qualifications. They’re
interested in your personal qualities and transferable skills
such as time management and communication. You don’t
have to have learned those things in paid work - the skills and
experience you’ll develop in your volunteering role are just as
relevant.
You can also gain accreditation for your volunteering such as Saltire Awards,
Youth Achievement Awards, or Duke of Edinburgh’s Awards.
To find an opportunity, see
www.volunteerscotland.org.uk
or drop in to the SVE’s Volunteer and Information Centre
15 Friar Street,
Stirling.
Top Tip!
email [email protected]
Put your voluntary work on your CV just
as you would a paid job – especially if it
relates to the work or course that you are
applying for.
9
24
STIRLING
SKILLS PIPELINE
EMPLOYMENT
When you know what stage you are at you can look
at services available for people at that stage. All
services in the guide are grouped by stage and are
colour coded as shown below.
s tage
s tage
Training and support to access accredited learning and to build
your work experience.
s tage
s tage
Support with managing some of the issues in your life.
Building confidence and motivation and getting ready to build
qualifications and work experience.
s tage
1
2
3
4
5
Support from someone who can help you manage some of the
issues in your life and can refer you on to others who can help.
10
Support with job searching, CVs, application forms and
interviews. Support to access employers with vacancies
that match your skills. A chance to gain specific vocational
qualifications and support.
Support to help you settle in to your new job or to get skills and
qualifications relevant to your job progression.
Opportunities for School Leavers 2014/15
25
STAGE ONE
Support from someone who can help you
manage some of the issues in your life and
can refer you on to others who can help.
An Activity Agreement could help build your confidence and
self esteem and can also support you to develop life skills at a
pace that suits you and your needs.
Activity Agreement
You will take part in a programme of activities to help you become ready for
formal learning, training or employment. Activity Agreements are not time limited
and are focussed on your needs. On an Activity Agreement, you work with a key
person to decide on a personal programme of learning and activities to suit your
needs. You may be eligible for ВЈ30 per week Education Maintenance Allowance
(EMA) funding while you take part.
?
How do I get involved?
b
b
Ask at the Information Station,
speak to your Pupil Support
Teacher, or ask your Skills
Development Scotland Careers
Adviser to find out if an Activity
Agreement could be for you.
11
26
STAGE
ONE
EMPLOYMENT
“I actually do
like coming here, it gets
me up in the morning coz I
know I’m doing stuff. If I wasn’t
here I probably be more lazy and
unmotivated to do anything. Everything
about my Activity Agreement so far has
helped me to start thinking about my future.
I find it easier to talk to people now, through
doing this Activity Agreement I hope to get the
confidence to do whatever I decide to do Activity Agreement participant
ALBA - Raploch URC
ALBA offers young people and adults the opportunity to get involved in a flexible
part time programme offering sport, teambuilding, outdoor activities, computer
skills and work experience tasters. It offers a chance to try out landscaping and
construction skills on live projects across Stirling.
Contact RURC ALBA - 01786 472885
Callander Youth Project CYP
You will work one to one and be given the opportunity to work with other
young people within the Youth Project. Opportunities exist to experience a work
placement in hospitality as well as receive guidance and support to progress
into further education, employment or training.
Contact CYP - 01877 330141
12
Opportunities for School Leavers 2014/15
27
STAGE TWO
Support with managing some of the issues in
your life. Building confidence and motivation
and getting ready to build qualifications and
work experience.
Who runs Stage 2 programmes
Stirling Council Youth Service
Vision Training
Raploch Urban Regeneration Company (RURC)
– ALBA
Forth Valley College – Workstart, Lifestart
Enable
Venture Trust
You need to be
referred to Stage 2 by
a Skills Development
Scotland Adviser
13
28
STAGE TWO
kkContacts - for information onlyjj
Enable - 01786 476750
RURC ALBA – 01786 472885
Stirling Council Youth Services – 01786 233562
Vision Training – 01786 449 974
Skills Development Scotland – 01786 462036
Forth Valley College – 01324 403232
Venture Trust – 0131 228 7700
Enable
This provider focuses on young people who have additional support needs.
You will plan and contribute to practical tasks that will have an environmental
or community benefit whilst building your confidence and focussing you on
your next steps.
Forth Valley College
Programmes are available in Lifestart (Alloa), providing a link to adult and community
services and Workstart (Stirling and Alloa), giving you a chance to develop interpersonal
skills and follow individual study programmes based on your needs.
ALBA - Raploch URC
ALBA offers a positive environment where trainees choose the training programme that
will give them a taste of what working in certain sectors involves. Training courses offered
across the year will include landscaping, construction, hospitality, sports coaching,
business, tourism, health and care. Team building, health awareness and computer
skills are offered as well as workshops to develop employability skills.
14
Opportunities for School Leavers 2014/15
29
STAGE TWO
Stirling Council Youth Services – Getting Started
If you would like to develop your skills in a supportive environment that
includes one-to-one and group work to suit your needs this could be for
you. You will have support to identify your strengths, set goals for yourself
and agree a plan to progress into college, training or employment.
Vision Training
The programme is delivered in a group environment and is person-centred,
focussing on literacy, numeracy and personal development skills. You will
get support to progress into college, training or employment.
Venture Trust - Living Wild: Chance for a Change
Designed for young men and women (16-30) who are in the Scottish
criminal justice system or on Community Payback Orders or probation. The
programme can last up to 15 months and includes personal development
support, 1-to-1 advice and guidance and a 10 day wilderness journey.
Venture Trust - Next Steps
A 5 day programme for young women who have been invovled in
offending. You will be supported by our outreach team before experiencing
an intensive five day wilderness journey followed by ongoing communitybased support from us and other partners.
Contact Venture Trust - 0131 228 7700 ask for Gordon or speak to your key
worker.
ALLOWANCE AND TRAVEL
You may be eligible for
a training allowance of
ВЈ55 plus travel costs
15
30
STAGE
THREE
EMPLOYMENT
Training and support to access accredited learning,
to gain qualifications or build your work experience.
Youth Services offer programmes that build your skills and knowledge:
kk Getting into Construction
kk Getting into Motor Vehicle
kk Getting into Care
Youth Services can also support you as an individual to gain skills and work experience to
help you decide the area of work or study that you are most suited to moving on to. These
can also include hospitality, administration and retail.
Callandar Youth Project CYP - Access to Hospitality
You will have an opportunity to learn in a real working environment and gain experience
cooking, serving and working in all areas of the Bridgend Cafe and Callander Hostel.
Vision offers a wide variety of opportunities to help you gain work experience including
placements in Retail, Hairdressing, Warehousing, Childcare and many more, as part of their
programmes.
You can be referred to a
Stage 3 programme by Skills
Development Scotland, Jobcentre Plus or
any of the providers mentioned.
16
Opportunities for School Leavers 2014/15
31
STAGE THREE
Forth Valley College
Pathfinder (Alloa, Stirling and Falkirk) giving you an opportunity to find out
what college is about - August and January Start.
kk STIRLING Hospitality – 10 week programme, work placement with
hospitality department in the Raploch and Stirling Campus.
Covering Certificate of Work Readiness
kk ALLOA
Construction – 13 week programme – 5 weeks full time
in college covering the Certificate of Work Readiness
kk FALKIRK Construction – 13 week programme –
5 weeks full time in college covering the
Certificate of Work Readiness
ALBA - Raploch URC
ALBA offers a positive environment where trainees choose the training
programme that will give them a taste of what working in certain sectors
involves. Training courses offered across the year will include landscaping,
construction, hospitality, sports coaching, business, tourism, health and
care. A stronger focus is given to developing employability skills and work
experience.
kkContactsjj
Stirling Council Youth Services – 01786 233562
Vision Training – 01786 449974
RURC ALBA – 01786 472885
Forth Valley College 01786 406020
[email protected]
CYP - 01877 330141
17
32
STAGE FOUR
EMPLOYMENT
Support with job searching, CVs, application
forms and interviews. Support to access
employers with vacancies that match your
skills. A chance to gain specific vocational
qualifications and support.
Community Jobs Scotland
Community Jobs Scotland (CJS) is a programme aimed at helping long-term
unemployed young people aged 16-19 into employment. Opportunities consist
of at least 25 hours per week and are paid at the minimum wage, additional
training and employability support.
Vacancies are advertised with Jobcentre Plus and Skills Development Scotland.
Stirling Council Young Working Lives
If you are work ready and need help to find a job, this programme may be
for you. There is access to the Work Club, helping with CV, application and
interview support and links with local employers to promote employment and
training opportunities.
Vacancies are also
advertised by industry
training providers
– try an internet search
for “training providers in [your
chosen industry]”
18
Opportunities for School Leavers 2014/15
33
STAGE FOUR
Stirling Council Employability Service
If you have faced barriers getting a job due to a health-related condition
the Employability Service may be able to help. They can give advice and
guidance and organise assessments, training, work experience and
employment opportunities.
ALBA - Raploch URC
ALBA offers an opportunity to gain work experience alongside a construction
& landscaping squad, gain additional training in these areas and where
appropriate work towards certified training such as CSCS card or the ECDL.
You Train
These programmes aim to get people into either Microsoft Office
applications training to a fairly advanced level, in particular to a level where
they can achieve a Microsoft Outlook or Word exam, or Microsoft technical
training to enable them to achieve a highly recognised industry certification.
kkImportant
Numbersjj
Skills Development Scotland –
01786 462036
RURC – 01786 472885
You Train – 01786 478478
Stirling Council Young Working Lives –
01786 233562
Stirling Council Employability Service –
01786 233974
Job Centre Plus – 01786 432678
19
34
STAGE FOUR
kkSelf-Employment
Contactsjj
www.psybt.org.uk
www.bgateway.com
www.shell-livewire.org
www.yes.org.uk
Self-Employment
If you’re serious about starting your own business, there are
several organisations that can help you.
kkPSYBTjjPrince’s Scottish Youth Business Trust
If you are in Scotland, aged between 18 and 25 and want to run your
own business, PSYBT can provide the following:
kk
kk
kk
kk
kk
kk
kk
loans of up to ВЈ5000 and grants of up to ВЈ1000
a free business mentor for the first two years of the business
advice on your business plan
access to training, like free book-keeping courses
information on events such as our business networking club
opportunities to attend exhibitions
information about how to increase the profile of your business
kkBusiness
Gatewayprovides practical information and help
to entrepreneurs of all ages. Whether you are starting out or looking to grow your business,
have a look at their website to find support, free local training and events and up to date
information on regulation and tax.
kkShell
LiveWIRE
is the UK’s biggest online community for young entrepreneurs aged 16-30.
kkYESjjYoung Enterprise Scotland sometimes runs courses for school
leavers aspiring to start their own business or studying business, such as the INSPIRE course.
Contact YES through the website and ask for details of any opportunities coming up.
20
Opportunities for School Leavers 2014/15
35
STAGE FOUR
What is a Modern Apprenticeship?
A Modern Apprenticeship is a real job, where you receive
training while you work and get paid. In most cases,
apprentices work towards SVQ Level 2 or above, studying parttime for between two and four years to gain the qualification.
Modern Apprenticeships are available in many industries. Apprentices progress
through the levels of qualification
available in their industry.
Where can I find a Modern
Apprenticeship?
kk
Vacancies are advertised directly by employers – see the EMPLOYMENT
section (page 2) for advice on where to look.
kk
Search for vacancies on www.mappit.org.uk and
www.apprenticeshipsinscotland.com.
kk
Vacancies are also advertised by industry training providers – try an internet
search for “training providers in [your chosen industry]”. They may know of
employers with vacancies and some will help you find an employer.
kk
Use your local contacts (family, friends, neighbours) to find out about local
companies who may be looking for an apprentice.
Employer Recruitment Incentives
Employer Recruitment incentives may be available for employers who recruit
a young person 16 -24 years old who has been unemployed for at least six
months. You can get further information from Stirling Council Young Working
Lives Team, Jobcentre Plus or Skills Development Scotland.
21
36
STAGE 5
Support to help you settle in to your new job or
to get skills and qualifications relevant to your job
progression.
Stirling Council Employability Service
The service will work with your employer to ensure you can manage in the working
environment and have the correct equipment and support to do the job.
Stirling Council Young Working Lives
The team can work with your employer to make sure you settle in well or to help set up
specific job related training needed to do your job.
kkContact
numbersjj
Skills Development Scotland –
01786 462036
Stirling Council Young Working Lives –
01786 233562
Job Centre Plus – 01786 432678
22
Opportunities for School Leavers 2014/15
37
NOTES
23
38
NOTES
24
Opportunities for School Leavers 2014/15
39
40
Contact us
Stirling Council
Phone 0845 277 7000
Email [email protected]
Stirling Council. February 2014.
www.stirling.gov.uk
41
STIRLING COUNCIL
THIS REPORT RELATES
TO ITEM 6
ON THE AGENDA
EDUCATION COMMITTEE
CHILDREN, YOUNG PEOPLE
AND EDUCATION
8 JANUARY 2015
NOT EXEMPT
CORPORATE PARENTING – BRIEFING PAPER
DEVELOPMENT OF FRAMEWORK TO SUPPORT EMOTIONAL WELLBEING OF
LOOKED-AFTER CHILDREN
1
2
SUMMARY
1.1
The revised Corporate Parenting Strategy 2013–2018 was approved by the
Social Care and Health and Education Committees and endorsed by Stirling
Community Planning Partnership Leadership Group as a partnership initiative.
1.2
This report provides an update on the development of an assessment framework
to support the emotional wellbeing of looked-after children and young people, a
key action within the Corporate Parenting Strategy.
OFFICER RECOMMENDATION(S)
The Committee agrees:
2.1
3
To consider and make comment on the progress of the assessment framework.
CONSIDERATIONS
3.1
Following on from the agreement of the Corporate Parenting Strategy, the
Education Service produced an Action Plan to deliver on key areas, including the
development of a framework to support the Health & Wellbeing of looked-after
children.
3.2
The Health and Wellbeing working group is developing a Framework which
provides a range of tools to support the assessment of the health and wellbeing
of children and young people. It also provides guidance on appropriate
interventions when a need has been identified.
3.3
The assessment framework is founded on the principles of early intervention
through appropriate, proportionate and timely support. This approach ensures
that support is targeted to those most at risk of poor emotional health outcomes
and puts children and young peoples’ views at the centre of the process.
42
4
3.4
The Assessment Framework identifies core and optional assessments and
interventions based on the continuum of levels of need and support required,
from universal services, through to enhanced, targeted and Intensive support.
3.5
The Health and Well Being working group is developing a rationale for the
proposed framework to be shared with educational establishments, parents/
carers, children and young people. This will support establishments to
appropriately meet the emotional needs of all children and young people in their
care. There will be a particular focus on Looked-After Children and Young
People.
3.6
The Framework is being trialled with a number of establishments and with
parents and carers, and groups of children and young people. This will be
completed in June 2015, and final amendments will be made thereafter.
3.7
It is intended that, while this Framework is being developed for children and
young people who are looked-after, it will support establishments to fulfil the duty
to promote and safeguard Wellbeing for all children and young people as
required by the “Children and Young People (Scotland ) Act 2014 “
POLICY/RESOURCE IMPLICATIONS AND CONSULTATIONS
Policy Implications
Delete as
appropriate
Equality Impact Assessment
Strategic Environmental Assessment
Single Outcome Agreement
Diversity (age, disability, gender, race, religion, sexual orientation)
Sustainability (community, economic, environmental)
Effect on Council’s green house gas emissions
No
No
Yes
No
No
Strategic/Service Plan
Existing Policy or Strategy
Risk
Resource Implications
Financial
People
Land and Property or IT Systems
Consultations
Internal or External Consultations
Yes
Yes
No
No Effect
No
Yes
No
No
Equality Impact Assessment
4.1
This report was considered under the Council’s Equalities Impact Assessment
process and was assessed as not relevant for the purposes of Equality Impact
Assessment.
43
Strategic Environmental Assessment
4.2
This report was considered under the Council’s Strategic Environment Impact
Assessment and was assessed as having no impact.
Single Outcome Agreement
4.3
The contents of the report support Single Outcome Agreement Outcome 5.1.2 –
Improved support for disadvantaged and vulnerable families and individuals.
Other Policy Implications
4.4
No other relevant issues have been identified.
Resource Implications
4.5
None.
Consultations
4.6
No formal consultations have been carried out in connection with this report.
Tick ( ) to
confirm
The appropriate Convener(s), Vice Convener(s), Portfolio Holder and
Depute Portfolio Holder have been consulted on this report
The Chief Executive has been consulted on this report
5
AB
MB
BACKGROUND PAPERS
5.1
Corporate Parenting Strategy 2013–2018 presented to Committee on 6th March
2014
Education Action Plan presented to Education Committee on 21st August 2014
The Children and Young People (Scotland) Act 2014
6
APPENDICES
Appendix 1 – �Happy Children Learn’ Toolkit.
44
Author(s)
Name
Designation
Telephone Number/E-mail
Elaine Murray
Acting Service Manager
Murraye60s@stirling .gov.uk
01786233205
Approved by
Name
David Leng
Date
16 December 2014
Designation
Signature
Director Children, Young
People and Education
Service
Reference
45
46
47
STIRLING COUNCIL
THIS REPORT RELATES
TO ITEM 7
ON THE AGENDA
EDUCATION COMMITTEE
CHILDREN, YOUNG PEOPLE
AND EDUCATION
8 JANUARY 2015
NOT EXEMPT
PERFORMANCE AND STRATEGIC PRIORITIES PROGRESS REPORT
1
SUMMARY
1.1
2
This report presents the latest information on the performance indicators, and on
progress in implementing the strategic priorities, overseen by the Education
Committee.
OFFICER RECOMMENDATION(S)
The Education Committee is asked:
3
2.1
to consider the performance of reported indicators at Appendix 1 – Section 1 and
2;
2.2
to consider progress on the Senior Management Objectives through which the
Strategic Priorities overseen by the Education Committee are being delivered,
(Appendix 1 – Section 3); and
2.3
to consider the new PIs providing performance information on Community
Learning and Development activity.
CONSIDERATIONS
Performance Indicators
3.1
Appendix 1 Section 1 shows a summary of the performance indicators that are
aligned with the new Strategic Plan.
3.2
Further details of those indicators that are currently red, or amber and
deteriorating, are provided in the Exception Report, (Appendix 1 - Section 2).
3.3
The Committee is asked to consider the new PIs for Community Learning and
Development. These performance indicators demonstrate the way in which
Community Learning and Development are seeking to measure the impact of the
service on the following strategic priorities:
•
Enable access to quality community learning and development
opportunities for targeted young people and adults.
•
Identify and support young people and adults at key life transitions
48
•
Support individuals, communities and organisations to build their capacity
to meet identified needs and aspirations
•
Contribute (develop, establish, maintain, lead and develop) to local
effective partnerships to deliver quality-focused outcomes.
•
Commit to and invest in, continuous quality improvement
To monitor progress in relation to this the following indicators have been added
to the performance report:
3.4
•
Young People in Service – Stirling. This indicator monitors the number
of young people registered and active in the Service.
•
Young People who are registered for awards – Stirling. This indicator
monitors the number of young people registered for awards.
•
Young People who achieve awards – Stirling. This indicator monitors
the number of young people who achieve awards.
•
Adults in Service – Stirling. This indicator monitors the number of
adults registered and active in the Service.
•
Adults registered for awards. This indicator monitors the number of
adults who are registered for awards.
•
Adults who achieve awards. This indicator monitors the number of
adults who achieve awards.
•
Community Learning and Development satisfaction. This indicator
monitors the number of participants who express satisfaction with the
service.
The Committee is asked to consider the performance of reported indicators, to
seek clarification on any aspect of this as appropriate and to identify any
potential risks as a result of current performance levels.
Target setting for 2014/15
3.5
The annual update to the indicator of Positive Destinations is now available. The
2013/14 figure of 91.5% this year is an increase of 1.6% from last year and
above the 2013/14 target of 90%. Further details are provided in Appendix 1.
3.6
The national figures are due to be published at the end of January 2015.
Comparison of Stirling’s figure with national figure will allow an appropriate local
target to be set for 2014/15. Proposals on the 2014/15 target will be brought
back to the next meeting of the Committee.
Strategic Priorities Progress
3.7
The Education Committee is responsible for oversight of the following Strategic
Priorities:
•
D – Improving the outcomes for the lowest performing 20% of children in
nurseries and schools.
•
E – Providing additional nursery and out of school care places throughout
the Stirling area to support working families.
49
In addition the Committee is responsible for the following projects:
•
4
School Build Programme.
3.8
Appendix 1 Section 3 provides a summary of progress on the delivery of the
Senior Management Objectives through which the Strategic Priorities and
projects overseen by the Committee are being delivered.
3.9
The Committee is asked to consider progress on the Senior Management
Objectives to seek clarification on any aspect of this as appropriate and to
identify any potential risks as a result of current progress.
POLICY/RESOURCE IMPLICATIONS AND CONSULTATIONS
Policy Implications
Equality Impact Assessment
Strategic Environmental Assessment
Single Outcome Agreement
Diversity (age, disability, gender, race, religion, sexual orientation)
Sustainability (community, economic, environmental)
Effect on Council’s green house gas emissions
No
No
Yes
No
No
No Effect
Strategic/Service Plan
Existing Policy or Strategy
Risk
Resource Implications
Financial
People
Land and Property or IT Systems
Consultations
Internal or External Consultations
Yes
No
No
No
No
No
Yes
Equality Impact Assessment
4.1
The performance reports presented in this report were considered under the
Council’s Equalities Impact Assessment process and were assessed as not
relevant for the purposes of Equality Impact Assessment.
Strategic Environmental Assessment
4.2
The performance reports presented in this report were considered under the
Council’s Strategic Environmental Assessment process and were assessed as
not relevant for the purposes of Strategic Environmental Assessment.
Single Outcome Agreement
4.3
This report relates to the Council’s performance management arrangements,
which links to the Single Outcome Agreement, in particular in relation to
improved outcomes in children’s early years.
50
Other Policy Implications
4.4
Performance management also links to Serving Stirling until 2017 in relation to
�Embedding a customer service and performance improvement culture in the
organisation’.
Resource Implications
4.5
There are no resource implications arising directly from this report. However,
effective performance management requires corrective action and these actions
may have resource implications. Some actions may be covered by existing
budget allocation or require additional investment identified by the Council
through its strategic planning process. Others may be outstanding and require
consideration through the annual budget strategy arrangements. The Hot Spot
report outlines the resource implications of improvement actions relating to those
indicators identified as hot spots.
Consultations
4.6
Individual Heads of Service are responsible for identifying appropriate
performance indicators for their service areas and for ensuring timely and
accurate reporting of information. The Performance Team works with Service
Management Teams to facilitate this.
Tick ( ) to
confirm
5
The appropriate Convener(s), Vice-Conveners(s), Portfolio Holder and
Depute Portfolio Holder have been consulted on this report
AB (
)
MB (
)
The Director of Children, Young People and Education has been
consulted on this report.
DL (
)
BACKGROUND PAPERS
5.1
Education Committee Performance and Strategic Priorities Report, 23 October
2014
5.2
Education Services Strategic Plan 2014 – 2017, 22 August 2014
5.3
Education Committee Performance and Strategic Priorities Report, 8 May 2014
5.4
Education Committee Performance and Strategic Priorities Report, 6 March
2014.
5.5
Education Committee Performance and Strategic Priorities Report, 9 January
2014
51
6
5.6
Education Committee Performance and Strategic Priorities Report, 24 October
2013
5.7
Education Committee Quarter 1 Performance Report, April – July 2013, 24
October 2013.
5.8
Education Committee Performance and Strategic Priorities Report, 22 August
2013.
5.9
Quarter 3 Performance Report: October – December 2012, Report to the
Education Committee March 7 2013.
5.10
Stirling Performs, Report to the Scrutiny and Audit Committee, 24 January 2013
5.11
Senior Management Objectives 2012-13 onwards, Report to Stirling Council, 17
January 2013
5.12
Administration Priorities, Report to Council, October 2012
5.13
Administration Priorities 2012 – 17, Report to Stirling Council, June 2012
APPENDICES
6.1
Appendix 1 – Education Committee Performance and Strategic Priorities
Progress Report.
52
Author(s)
Name
Designation
Telephone Number/E-mail
Fiona MacDonald
Service Manager
01786 233213
Education Services
[email protected]
Performance & Improvement
Adviser
01786 233019
Elaine Fleming
[email protected]
Corporate Services
Approved by
Name
Designation
Signature
David Leng
Director of Children, Young
People and Education
John Risk
Head of Assets and Support
Date
17 December 2014
Service
Reference
53
Education Committee Performance and Progress
Report
This report is in 4 sections:
Section 1 shows an At a Glance summary of the performance indicators
that are over seen by the Education Committee. Any hot spots and amber
indicators are shown at the top of the list.
Section 2 gives further details for those PIs that are currently reported as
hot spots, amber and deteriorating, or data only indicators including
narrative where this has been provided.
Section 3 shows a summary of progress on the implementation of the
Senior Management Objectives that are delivering the Strategic Priorities
and projects overseen by the Education Committee.
Section 4 gives further details on the implementation of the Senior
Management Objectives that are delivering the Strategic Priorities and
projects overseen by the Education Committee including details on related
activities and notes on progress.
Generated on: 15 December 2014
Key
PI Status
Long term trend
Comparison to
previous period
Alert
Warning
Improving
Improving
OK
No change
No change
Unknown
Getting worse
Getting worse
Data only
Education
Indicators At a
Glance
Young People who achieve
awards- Stirling
Community Learning &
Development satisfactionStirling
Young people in service- Stirling
Last Updated
Q2 2014/15
Q2 2014/15
Q2 2014/15
Current
Value
121
64.0%
576
Current
Target
Status
Three
Period
Trend
Comparison to
Previous
Latest Note
Period
180
Annual Target set at
720. This has been
divided equally over 4
Qtr's as there was no
trend data available.
Overall target should
be met by end of
year.
90.0%
90% is the overall
customer satisfaction
rating. At the end of
Qtr 2 the response to
the surveys was 64%
overall customer
satisfaction.
650
Annual target of 1800
young people. In Qtr 1
there were 465 young
people. It is expected
that there will be a
peak in numbers in
Qtr 3 due to the start
dates of the Autumn
54
Education
Indicators At a
Glance
Last Updated
Current
Value
Current
Target
Status
Three
Period
Trend
Comparison to
Previous
Latest Note
Period
sessions.
Young People registered for
awards-Stirling
Adults in Service - Stirling
Adults registered for awardsStirling
Adults who achieve awardsStirling
HMIe 5.1 Curriculum - Stirling
HMIe 1.1 Improvements in
performance- Stirling
Attendance Primary Stirling
Attendance Secondary Stirling
Exclusions Primary Stirling
Q2 2014/15
Q2 2014/15
Q2 2014/15
Q2 2014/15
Q2 2014/15
Q2 2014/15
Q2 2014/15
Q2 2014/15
Q2 2014/15
282
37
37
78%
83%
97.27%
94.11%
1.15
450
Under development
300
Target on 300 set for
each Qtr 1 & Qtr 2.
There has been a total
of 601 at the end of
Qtr 2.
40
The quarterly targets
are set at 20
registrations per
quarter. Although
there were no new
adults registered in
Q2 there were 37
adults registered in
Q1.
30
The annual target is
set for 60 adults
achieving awards.
Although no adults
achieved awards in Q2
in Q1 37 adults
achieved awards.
80%
Of the 18
establishments
inspected since
August 2011 14 had
received a grading of
4 or above in 5.1
82%
Of the 18
establishments
inspected since
August 2011 15 had
received a grading of
4 or above in 1.1
95.90%
From start of term
(Aug 2014) to the end
of this quarter (Sep
2014) there have
been:Actual openings =
390,373 out of
Possible openings =
401,320 giving
Attendance = 97.27%
to date; which is in
line with or slightly
better than this
quarter in previous
years.
92.60%
From start of term
(Aug 2014) to the end
of this quarter (Sep
2014) there have
been:Actual openings =
313,310 out of
Possible openings =
332,936 giving
Attendance = 94.11%
to date; which is
better than this
quarter in previous
years.
1.50
From start of term
(Aug 2014) to the end
of this quarter (Sep
2014) there have
55
Education
Indicators At a
Glance
Last Updated
Current
Value
Current
Target
Status
Three
Period
Trend
Comparison to
Previous
Latest Note
Period
been 8 cases of
exclusion, involving 6
pupils which has
resulted in a total of
26 half days lost to
date.
8 cases out of a
Primary roll of 6952 =
exclusion rate of 1.15
which is lower than
this time last year.
Exclusions Secondary Stirling
Q2 2014/15
2.96
5.00
From start of term
(Aug 2014) to the end
of this quarter (Sep
2014) there have
been 17 cases of
exclusion, involving 16
pupils which has
resulted in a total of
124 half days lost to
date.
17 cases out of a
Secondary roll of 5742
= exclusion rate of
2.96 which is
substantially lower
than this time last
year.
The 2013/14 figure of
91.5% this year is an
increase of 1.6% from
last year.
The breakdown is as
follows (12/13 figures
are shown in
brackets)
Initial Positive Leaver
Destination Stirling
2013/14
91.5%
90.0%
Higher Education =
45.4% (45.2)
Further Education =
19.6% (17.8)
Training = 3.5% (3.7)
Employment = 22.4%
(22.3)
Other = 0.7% (0.9)
Not in Employment,
Education or Training
= 8.5% (10.1)
The national figures
are due to be
published at the end
of January 2015.
Comparison of
Stirling’s figure with
national figure will
allow an appropriate
target to be set for
2014/15. Proposals
will be brought
forward to the next
Committee.
56
This measures the
proportion of pupils
sustaining a +ve
destination approx.
nine months after
leaving school. 13/14
leavers figures will be
available in June
2015.
Follow-up Positive Leaver
Destination Stirling
2012/13
87.3%
87.0%
Breakdown as follows:
Higher Education =
42.2%, Further
Education = 17.4%,
Training = 1.9%,
Employment =
24.6%,
Other/Unknown =
1.2% and NEET (Not
in Employment
Education or Training)
= 12.7%
There were no
inspections published
in Q2 therefore the
figure of 82% has not
changed.
HMIe – 5.9 across all
establishments- Stirling
Q2 2014/15
82%
85%
Days lost per employee due to
Sickness Absence across
Education
Q2 2013/14
6.96
7.5
Days lost per employee due to
Sickness Absence (Teachers)
Q2 2013/14
3.84
4.5
HMIE Early Years Stirling
Q2 2014/15
0
There were no
inspections published
in Q2
HMIe inspections – Primary Stirling
Q2 2014/15
0
There were no
inspections published
in Q2
HMIE Secondary Stirling
Q2 2014/15
0
There were no
inspections published
in Q2
57
Section 2: Exception Report - Education
Section 2 of this report provides further details on certain indicators. It is divided into three parts with details of
indicators that are a) red b) amber and deteriorating c) data only
This part provides further details of the indicators which are showing as 'red'. These indicators are also known as
'hot spots'. These are indicators which are currently performing below target and outwith any tolerance levels that
have been set. The narrative provides an explanation of the current performance levels and what improvement
actions are being taken to get performance back on target.
There are no hot spots for Education.
Section 2b: Exception Report - Education Amber and
Deteriorating
In addition to hot spots, there can be indicators where performance is currently within tolerance but where there
has been deterioration over the last three reporting periods. These are indicators that should be monitored and
intervention action taken as necessary to ensure that performance recovers, rather than allowing the declining
trend to continue to a point where they become hot spots.
There are no amber and deteriorating PIs for Education.
58
Section 2c: Data Only Indicators
This part of the report gives further details for those indicators that are currently reported as data only. These
indicators may not have targets because they provide contextual information rather than performance
information. This contextual information may help with the understanding of other indicators. In some cases
indicators are 'data only' because a target has not yet been set.
HMIE Early Years Stirling
Current Value:
Last Update:
0
Q2 2014/15
Target:
Status:
Three Period Trend:
Number of establishments who have received an adequate or better rating across all key Quality Indicators
in the “Child at the Centre” quality framework when inspected by Her Majesty’s Inspectorate of Education
(Education Scotland)
Contextual
There were no inspections published in Q2
information and
improvement activity:
59
HMIe inspections – Primary - Stirling
Current Value:
Last Update:
0
Q2 2014/15
Target:
Status:
Three Period Trend:
Number of schools who have received an adequate or better rating across all key Quality Indicators in the
“How Good is Our School ?” quality framework when inspected by Her Majesty’s Inspectorate of Education
(Education Scotland)
Contextual
There were no inspections published in Q2
information and
improvement activity:
60
HMIE Secondary Stirling
Current Value:
Last Update:
0
Q2 2014/15
Target:
Status:
Three Period Trend:
Number of schools who have received an adequate or better rating across all key Quality Indicators in the
“How Good is Our School ?” quality framework when inspected by Her Majesty’s Inspectorate of Education
(Education Scotland)
Contextual
There were no inspections published in Q2
information and
improvement activity:
8
61
Section 3: Education Strategic Priorities Progress Report
(Summary)
Description
The Education Committee is responsible for oversight of the following Strategic Priorities:
KP_D Improving the outcomes for the lowest performing 20% of children in nurseries and schools
KP_E Providing additional nursery and out of school care places throughout the Stirling area to support working
families
In addition the Committee is responsible for the following projects:
- School Build Programme
This report provides details of progress on the Senior Management Objectives which are delivering these Strategic
Priorities and projects.
A summary of progress is shown in Section 3 followed by details on each Strategic Priority and project area in Section
4.
Strategic Priority Description
KP_D Lowest performing 20% of
children
Improve the outcomes for the lowest performing 20% of children in
nurseries and schools
Title
SMO Due Date
Progress Bar - based on
SMO Owner
progress of related
Status
activities
2. To raise educational David Leng
achievement and
attainment with a key
31-Mar-2019
focus on the lowest
performing 20% of
children.
Strategic Priority Description
KP_E Additional nursery and out of
school care places
Provide additional nursery and out of school care places throughout
the Stirling area to support working families
Title
SMO Due Date
Progress Bar - based on
SMO Owner
progress of related
activities
3. To provide
David Leng
additional nursery and
out of school care
places throughout
31-Mar-2019
Stirling to support
working families
9
Status
62
Strategic Priority Description
Other Projects: School Build
Programme
Progress Bar - based on
Title
SMO Owner
SMO Due Date
progress of related
activities
To lead the
John Risk
development and
delivery of the
Council's Property
31-Mar-2019
Asset Management
Plan
10
Status
63
Section 4: Education Strategic Priorities and Projects Progress Report (Details)
Generated on: 26 November 2014
Description
SMO Details
This section of the report gives further details on the progress in relation to the Senior Management Objectives that are delivering the strategic priorities and projects
over seen by the Committee.
KP_D Lowest performing 20% of children
Overall Status of this Strategic Priority
Improve the outcomes for the lowest performing 20% of children in nurseries and schools
SMO Code & Title
SMO_EDU_SP_89 2. To raise educational achievement and attainment with a key focus on the
lowest performing 20% of children.
SMO Description
Education Service Priority - Our learners are successful learners, confident individuals effective contributors and responsible citizens making a
positive contribution to their communities.
SMO Owner
David Leng
Provide support to ensure that all children and young people receive their entitlements within
- A Curriculum for Excellence
- A coherent curriculum (3 - 18)
- A broad general education (up to the end of S3)
- A senior phase
- Support
- Skills for life, learning and work
- Positive destinations
SMO
Due
Date
31-Mar2019
SMO
Progress
SMO
Status
Activities that Activities Description
support
delivery of this
SMO
EDU_SA06-01
Curriculum
strategy
To develop a Curriculum
strategy for the
Education Service
Activities Due
Date
30-Jun-2015
11
Status
of
Activit
y
Progress of
this Activity
Latest Note on Progress with this Activity
Date of Latest
Note
The numeracy strategy group has drafted 07-Oct-2014
a strategy framework to provide support
for numeracy developments. A
programme of professional learning to
support the strategy has been planned
and implementation has begun. A
seconded officer has been appointed to
64
support literacy development as part of
her remit. A group has been formed to
develop a literacy strategy and initial
scoping meetings have been held .
Implementation of the strategy for
implementing 1+2 Modern Languages is
in the early stages with a programme of
professional learning begun, with very
good initial uptake. Engagement in
national networks has supported the
implementation if the Gaelic plan. Interim
arrangements for the management of the
music service have been put in place
pending the review of the music.
EDU_SA08-01
CfE design
principles
Continue to develop,
30-Jun-2015
implement and embed
approaches to learning,
teaching and assessment
which reflect CfE design
principles and AifL
principles.
An officer has been seconded to support
07-Oct-2014
practice in assessment. Further
professional learning events are in
preparation to support effective
assessment practice. Further engagement
with national resources has been
promoted and exemplified through
professional learning and sharing practice
to support effective planning for learning.
Discussions are currently underway to
further extend this work. Further work
has been undertaken to raise awareness
of moderation with peripatetic staff.
EDU_SA08-03
Lowest 20%
strategy
Develop and implement
strategy to improve life
chances for lowest 20%
of learners.
A further follow up educational visit has
been arranged to London in November
with a group of senior staff in order to
enable the embedding of school
partnerships within the Council. The pilot
programmes have begun across the two
initial schools with a number of others
now being involved voluntarily. For
example, in the secondary sector 3
further partnerships have been agreed.
The approach is one of 'Self Improving
Schools'.
EDU_SA09-01
Partnerships
for transition
Establish a range of
30-Jun-2015
partnerships to support
young people’s transition
to positive and sustained
destinations
30-Jun-2015
12
13-Oct-2014
The teams are establishing stronger links 13-Oct-2014
with business partners and an audit of
school partnership has been carried out.
Plans have been made for an engagement
event between local business partners
65
and all secondary head teachers as well
as other local partners.
EDU_SA09-03
Skills
progresion
Develop a skills
framework to support
planning for skills
progression.
30-Jun-2015
EDU-SA09-02
Flexible
pathways
Deliver flexible pathways 30-Jun-2015
to meet learner needs
A seconded officer has begun an audit of
partnership need in order to establish a
framework of skills for schools to
implement.
13-Oct-2014
We have established a transitional
approach to the senior school which
includes a new timetable structure in
order to establish flexible learning
pathways in a more coherent manner.
13-Oct-2014
Latest Note on Progress with this Senior Management Objective
Date of Latest Note on Progress
13 – Oct -2014
A focus group for raising attainment has been established to include senior officers from the central team and headteachers. Having undertaken extensive research throughout the UK key
priorities have been established. Two pilot programmes, one Primary and one Secondary, have been established with a specific focus on implementing and tracking of improvement
methodologies and strategies
13
66
KP_E Additional nursery and out of school care places
Overall Status of this Strategic Priority
Provide additional nursery and out of school care places throughout the Stirling area to support working families
SMO Code & Title
SMO_EDU_SP_90 3. To provide additional nursery and out of school care places throughout
Stirling to support working families
SMO Description
Education Service Priority - Our learners get the best start in life and are ready to succeed
SMO Owner
David Leng
Develop an appropriate range and type of support locally for parents and families
SMO
Due
Date
SMO
Progress
SMO
Status
31-Mar2019
Activities that Activities Description
support
delivery of this
SMO
Activities Due
Date
Status
of
Activit
y
Progress of
Latest Note on Progress with this Activity
this Activity
Date of Latest
Note
Contribute to the local
and national Early Years
Collaborative
30-Jun-2015
A project manager for the Early Years
26-Nov-2014
Collaborative was appointed in November
2014. She will be responsible for
coordinating the development of the EYC
across all workstreams in both Stirling
and Clackmannanshire.
Implement fully early
EDU_SA03-2
implementatio learningand childcare to
n of 600 hours all entitled children
31-Dec-2014
The revised Commissioning Framework is 25-Sep-2014
being consulted upon currently. The new
tender process will begin in October 2014.
EDU_SA02-2
Local &
national Early
Years
Collaborative
EDU_SA04-1
Early Years
Workforce
Development
Strategy
Create an Early Years
31-Jan-2015
Workforce Development
Strategy, which takes
account of the National
Review of the Early Years
Workforce
Several meetings of the Early Years
Workforce Development Group have
taken place. A skills pathway has been
devised. Networks for lead practitioners
have taken place. These have been very
well attended and positively evaluated.
13-Oct-2014
Latest Note on Progress with this Senior Management Objective
Date of Latest Note on Progress
13-Oct -2014
Work is underway to map the various layers of support channels for very young children. This work is parallel to that being undertaken in relation to the GIRFEC Service Delivery Model.
14
67
Other Projects: School Build Programme
Overall Status of this Strategic Priority
SMO Code & Title
SMO_AS_SCIP_50 To lead the development and delivery of the Council's Property
Asset Management Plan
SMO Description
Ensure that a Property Asset Management Plan dealing with usability, suitability, condition and accessibility is developed and guides the
management of the Council’s properties
SMO
Due
Date
SMO
Status
SMO
Progress
31-Mar2019
Activities that support
delivery of this SMO
Activities
Due Date
Status of
Activity
John Risk
Latest Note on Progress with this Activity
Date of latest
review of
progress
a) Consultation, approval
31-Mar-2015
and implementation of the
Property Asset Management
Plan
Consultation, approval and implementation of the
Property Asset Management Plan was agreed by
Finance and Economy Committee on 27/3/14
24-Sep-2014
b) Deliver the Schools'
Estate Programme
24-Sep-2014
The two priority schools for refurbishment from the
January 2013 property review are St Margaret's
Primary School, Cowie and St Ninians Primary School.
Council agreed the proposals for building a new
school for St Margaret's Primary on 10/10/13. The
plans for the refurbishment of St Ninians Primary will
be considered by the Education Committee on
23/10/14. The biannual review of schools is under
way and will be reported to Education Committee on
08/1/15.
Progress of this
Activity
31-Mar-2015
Latest Note on Progress with this Senior Management Objective
Date of latest review of progress
SMO Owner
24-Sep-2014
In progress as outlined above.
15
68
69
STIRLING COUNCIL
THIS REPORT RELATES
TO ITEM 8
ON THE AGENDA
EDUCATION COMMITTEE
CHILDREN, YOUNG PEOPLE
AND EDUCATION
8 JANUARY 2015
NOT EXEMPT
RESULTS OF FORMAL CONSULTATION TO RELOCATE ST MARGARET’S PRIMARY
SCHOOL COWIE
1
2
SUMMARY
1.1
At the meeting of Stirling Council’s Education Committee on 6 March 2014, the
Education Committee agreed to replace St Margaret’s Primary School and
undertake a formal education consultation. The results of the consultation would
be presented to a future meeting of the Education Committee.
1.2
A formal consultation process has been undertaken in line with the amended
requirements of the Schools (Consultation) (Scotland) Act 2010.
1.3
As this decision is a relocation rather than a closure, the decision taken by the
Education Committee does not need to be referred to the Scottish Government
for final approval.
OFFICER RECOMMENDATION(S)
The Education Committee agrees to:
2.1
note the results of the Consultation process and subsequent Education Scotland
report.
2.2
relocate St Margaret’s Primary School from its current site on Bannockburn
Road, Cowie to a new site at Berryhills in Cowie. The move is planned to take
place at Easter 2016. If there are unforeseen construction delays the move will
take place in Summer 2016.
2.3
the existing school building will be handed back to Assets, Property and Support
when vacated by the school.
70
3
CONSIDERATIONS
St Margaret’s Primary School
3.1
The Head of Education brought forward a paper to the Education Committee in
August 2013 with the proposal to replace the existing St Margaret’s Primary
School. The Education Committee agreed on 6 March 2014 to undertake a
formal consultation as required under the Schools (Consultation) (Scotland) Act
2010.
3.2
Prior to the consultation process, substantial consultation had been undertaken
with parents and the wider community of Cowie. The statutory consultation on
relocating St Margaret’s followed Local Development Plan Consultation, and two
community consultations were undertaken in September 2013 and in February
2014. The latter explored potential sites for St Margaret’s, Cowie and Cowie
Nursery.
3.3
As part of the formal education consultation, meetings were held with both staff
and the parent council at the school in addition to the public consultation
meeting. A consultation document was circulated to all interested parties and
statutory consultees. Information was also placed on the Stirling Council website.
A public meeting was held at St Margaret’s Primary School on 17 June 2014.
3.4
As part of the consultation process Education Scotland attended the public
meeting and considered documentation and submissions from the Education
Authority. Inspectors also met with parents at the school as part of their
consideration of the consultation.
Education Scotland produced a report on the consultation and the Education
Authority is required to publish a response to the points raised in the Education
Scotland report. A copy of the Education Scotland report and the response from
Education Authority are attached as appendices 1 and 2 of this report.
71
4
POLICY/RESOURCE IMPLICATIONS AND CONSULTATIONS
Policy Implications
Equality Impact Assessment
Strategic Environmental Assessment
Single Outcome Agreement
Diversity (age, disability, gender, race, religion, sexual orientation)
Sustainability (community, economic, environmental)
Effect on Council’s green house gas emissions
No
No
Yes
No
No
Strategic/Service Plan
Existing Policy or Strategy
Risk
Resource Implications
Financial
People
Land and Property or IT Systems
Consultations
Internal or External Consultations
Yes
Yes
No
No Effect
Yes
Yes
Yes
Yes
Equality Impact Assessment
4.1
This report was considered under the Council’s Equalities Impact Assessment
process and was assessed as not relevant for the purposes of Equality Impact
Assessment.
Single Outcome Agreement
4.2
Adopting the recommendations within this report support the Single Outcome
Agreement outcome of Improved Opportunities for Learning, Training and Work.
Other Policy Implications
4.3
Strategic Plan – ensuring that service delivery is effective and efficient.
4.4
Service Plan – to ensure provision of high quality learning and teaching
environments.
Resource Implications
4.5
Financial – Stirling Council agreed to finance the cost of a new school £4.68M at
an Education Committee meeting in August 2013.
4.6
Resources – the existing resources from St Margaret’s Primary School will be
relocated to the new location.
72
4.7
Staffing – there are no changes to staffing arrangements and all staff from the
current school will relocate to the new location.
Consultations
4.8
A formal consultation has been undertaken under the Schools (Consulation)
(Scotland) Act 2010. The list of statutory consultees is contained within the
Schedule 1.
4.9
During this process staff from Assets, Property and Facilities Management and
Legal Services have been consulted and provided professional support in
addition to the statutory consultees.
Tick ( ) to
confirm
The appropriate Convener(s), Vice-Conveners(s), Portfolio Holder and
Depute Portfolio Holder have been consulted on this report
AB
MB
The Chief Executive has been consulted on this report
5
BACKGROUND PAPERS
5.1
6
St Margaret’s Primary School – Update from further community consultation –
6th March 2014.
APPENDICES
6.1
Appendix 1 - Education Scotland report.
6.2
Appendix 2 - Consultation report on proposal to relocate St Margaret’s Primary
School.
73
Author(s)
Name
Designation
Telephone Number/E-mail
Colin McMenemy
Planning & Performance Officer
Ex 33220
Sharon Johnston
Assistant Head of Education
Ex 33202
Approved by
Name
Designation
David Leng
Date
16 December 2014
Signature
Director of Children, Young
People and Education
Service
Reference
74
75
Report by Education Scotland addressing educational aspects of the proposal
by Stirling Council to relocate St Margaret’s Primary School from its current
location to a site within Berryhills Park, Cowie.
1.
Introduction
1.1
This report from Education Scotland has been prepared by HM Inspectors in
accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 and the
amendments to it contained in the Children and Young People (Scotland) Act 2014.
The purpose of the report is to provide an independent and impartial consideration of
Stirling Council’s proposal to relocate St Margaret’s Primary School from its current
location to a site within Berryhills Park, Cowie. Section 2 of the report sets out brief
details of the consultation process. Section 3 of the report sets out HM Inspectors’
consideration of the educational aspects of the proposal, including significant views
expressed by consultees. Section 4 summarises HM Inspectors’ overall view of the
proposal. Upon receipt of this report, the Act requires the council to consider it and
then prepare its final consultation report. The council’s final consultation report
should include a copy of this report and must contain an explanation of how, in
finalising the proposal, it has reviewed the initial proposal, including a summary of
points raised during the consultation process and the council’s response to them.
The council has to publish its final consultation report three weeks before it takes its
final decision. Where a council is proposing to close a school, it needs to follow all
legislative obligations set out in the 2010 Act, including notifying Ministers within six
working days of making its final decision and explaining to consultees the opportunity
they have to make representations to Ministers.
1.2
HM Inspectors considered:
п‚·
the likely effects of the proposal for children and young people of the school;
any other users; children likely to become pupils within two years of the date
of publication of the proposal paper; and other children and young people in
the council area;
п‚·
any other likely effects of the proposal;
п‚·
how the council intends to minimise or avoid any adverse effects that may
arise from the proposal; and
п‚·
the educational benefits the council believes will result from implementation of
the proposal, and the council’s reasons for coming to these beliefs.
1.3
In preparing this report, HM Inspectors undertook the following activities:
п‚·
attendance at the public meeting held on 17 June 2014 in connection with the
council’s proposals;
1
76
п‚·
consideration of all relevant documentation provided by the council in relation
to the proposal, specifically the educational benefits statement and related
consultation documents, written and oral submissions from parents and
others;
п‚·
visit to the site of St Margaret’s Primary School, including discussion with
relevant consultees and visit to the site of the proposed new building; and
п‚·
visits to Cowie Nursery Class and Fallin Nursery and Out Of School Care.
2.
Consultation Process
2.1
Stirling Council undertook the consultation on its proposal with reference to
the Schools (Consultation) (Scotland) Act 2010. The council proposes to replace the
current building of St Margaret’s Primary School with a new build to be located within
Berryhills Park, Cowie. The council carried out design and feasibility work to
consider part refurbishment/part re-build on the existing site before making its
decision to consult formally on this proposal. The preferred location of the
replacement school at Berryhills was identified through consultation with the local
community during 2013 and 2014.
2.2
The formal consultation on the proposal under the terms of the
Schools (Consultation) (Scotland) Act 2010 ran from 9 June to 12 September 2014.
A public meeting held on 17 June 2014 was attended by five people. Three written
submissions were received by the council, all of which were in favour of the
proposal. The council consulted with children and almost all of those who
participated were in favour of the proposal.
3.
Educational Aspects of Proposal
3.1
The proposal will improve significantly the educational experiences of children
who attend St Margaret’s Primary School. Improvements include greater
accessibility, the provision of a brighter, safer school environment with suitably sized,
flexible teaching areas and a secure and accessible outdoor learning area. Other
significant benefits of the proposal include the availability of integrated information
and communications technology as well as modern heating, lighting and ventilation.
The location of the new school will provide opportunities to promote safe walking
routes. The new building will be of significant benefit to the community and will be a
valuable community resource, enhancing opportunities for adult and family learning.
The council carried out a well-evidenced option appraisal informed by structural
surveys. Options included refurbishment of the existing school buildings. However,
this would involve part refurbishment/part re-build and associated demolition costs at
a similar cost overall to the cost of building a new school.
3.2
The council considers that a new building will result in higher quality and more
flexible accommodation in a safer location. Therefore the proposal will help it to
secure best value in the delivery of its services.
2
77
3.3
In planning the design of the new school building, the council took appropriate
account of the views of stakeholders, including school staff and the community in
relation to the configuration of learning spaces and access to outdoor learning areas.
3.4
All written responses received by the council were in favour of the proposal
and all stakeholders who met with HM Inspectors were enthusiastic in their
anticipation of the significant improvements to children’s and the community’s
experiences which they believed would result from the new school. However, they
were concerned that the council had been considering various options since
2010 and were keen for a final decision to be made without further delay.
3.5
The Archdiocese of St Andrew’s and Edinburgh is strongly in favour of the
proposal. It believes that it offers sound educational benefits as well as the
opportunity to maintain the unique Roman Catholic identity of the school. It believes
that continuing links with the local parish will be facilitated by the inclusion in the
proposal of safe pathways linking the new school building to the site of the
Sacred Heart Church.
4.
Summary
Stirling Council makes a strong case for its proposal to replace the current building of
St Margaret’s Primary School with a new build to be located within Berryhills Park,
Cowie. It rightly identifies a number of educational benefits for the children who will
attend the newly built school as well as the wider community, including enhanced
opportunities for adult and family learning. The proposal has strong support from
children and from current, past and future parents of the school as well as staff, the
community and the Archdiocese of St Andrew’s and Edinburgh. The council now
needs to take account of the need to eliminate uncertainty by deciding, without
delay, whether to implement its proposal.
HM Inspectors
Education Scotland
October 2014
3
78
79
Appendix 2
STIRLING COUNCIL
REPORT FOLLOWING CONSULTATION ON
PROPOSAL TO RELOCATE
ST MARGARET’S PRIMARY SCHOOL COWIE
This document has been issued by Stirling Council for consultation in terms of the Schools
(Consultation) (Scotland) Act 2010
80
Appendix 2
STIRLING COUNCIL
REPORT BY THE DIRECTOR OF CHILDREN,
YOUNG PEOPLE AND EDUCATION
PROPOSAL TO RELOCATE
ST MARGARET’S PRIMARY SCHOOL COWIE
1
INTRODUCTION
1.1
The Education Committee of Stirling Council agreed to undertake formal consultation on the
proposal to relocate St Margaret’s Primary School to a new school in Spring / Summer
2016.
1.2
A consultation document on the proposal was circulated to all interested parties in line with
the Schools (Consultation) (Scotland) Act 2010. A copy of the original consultation
document is available on the Stirling Council Website. (www.stirling.gov.uk). The
consultation ran from 9th June 2014 to 12th September 2014.
1.3
As part of the Council’s consultation process the Education Service undertook the following
activities:
•
arranging meetings with staff and parent groups at St Margaret’s Primary School, to
explain the consultation process, timescales involved and the support provided by
the local authority during this process;
•
circulating the consultative document to all interested parties;
•
publicising the public meetings through public notices and letters to parents;
•
arranging a public meeting at St Margaret’s Primary School on 17th June 2014; and
•
utilising the Education Service consultation web pages to make documentation on
the proposals, updates and further information available, as well as the opportunity
to respond to the consultation.
2
CONSULTATION
2.1
A public meeting was held at St Margaret’s Primary School on 17th June 2014 to allow
officers to explain the proposal and enable interested parties to ask questions regarding the
proposal. A copy of the minute of this meeting is available on the Education Service web
pages.
2.2
A total of 5 people attended the public meeting including parents, staff and members of the
local community. The meeting was transcribed and a copy of the transcription was made
available, along with minutes of the meeting, on the Education Consultation web pages of
the Stirling Council Website. There was universal support for the proposal to relocate St
Margaret’s Primary School.
81
Appendix 2
2.3
A total of three written responses were made to the public consultation. Two responses
were received from parents of St Margaret’s primary school children. In addition, a
response was received from the Archdiocese of St. Andrews & Edinburgh. All three written
responses were supportive of the proposals.
2.4
A pupil consultation was also undertaken with all pupils being offered the opportunity to
comment on the proposal to relocate the school. A summary of the pupil responses was
made available to Education Scotland as part of the proposal submission.
2.5
The Education Authority recognises that the Statutory Education Consultation received a
low level of response probably following two previous community consultations over both
the options for St Margaret’s Primary School and a community consultation on the location
of the nursery and St Margaret’s Primary School. Significant consultation has also taken
place at parent council and community meetings and whilst this has influenced the
proposals it is not recorded as part of the statutory consultation.
3
SUMMARY OF POINTS RAISED DURING CONSULTATION
3.1
Parents of children attending St Margaret’s Primary School supported the education
authority’s proposal to relocate the school, recognising that the educational facilities at the
school would be greatly enhanced.
3.2
Her Majesty’s Inspectors of Education (HMIE) considered the potential educational benefits
listed within the original report and were in agreement with the benefits identifies by Stirling
Council.
3.3
Written responses and views expressed by children, current, past and future parents, the
community, and the Archdiocese of St Andrews and Edinburgh were all in favour of the
proposal. HMIE noted concern raised about the length of time that this proposal had been
under consideration and the enthusiasm for the final decision to be made.
4
HMIE REPORT AND CONSIDERATIONS
4.1
The Schools (Consultation) (Scotland) Act 2010 requires HM Inspectors from Education
Scotland to be involved in the formal consultation process.
4.2
As part of this process HM Inspectors undertook the following activities in considering the
educational aspects of the proposal:
4.3
4.2.1
attendance at the public meeting held on 17th June 2014 in St Margaret’s Primary
School.
4.2.2
consideration of all relevant documentation provided by Stirling Council in relation to
the proposal, specifically the educational benefits statement, related consultation
documents and written and oral submissions from parents and others;
4.2.3
consideration of further information on all schools affected;
4.2.4
visits to the existing and proposed sites of St Margaret’s Primary School.
Education Scotland considered the likely effects of the proposal:
•
for children and young people of the school, for any other users, for children likely to
become pupils within two years of the date of publication of the proposal paper;
82
Appendix 2
5
•
for other children and young people in Stirling Council area;
•
any other likely effects of the proposal;
•
how Stirling Council intends to minimise or avoid any adverse effects that may arise
from the proposal; and
•
benefits which the authority believes will result from implementation of the proposal
and Stirling Council’s reasons for coming to these beliefs.
EDUCATION SCOTLAND SUMMARY AND RECOMMENDATION
Education Scotland has expressed their opinion on the education benefit arising if this
proposal is implemented: •
The potential for significant improvements to the educational experiences of children
as a result of flexible and suitably sized learning areas; a secure and accessible
outdoor environment and integrated information and communications technology.
•
•
The potential for opportunities to promote safe walking routes.
The potential for adult and family learning with what they judged to be a valuable
community resource.
The potential for access to the facilities of both Primary schools in Cowie for
children and the enhanced nursery provision.
•
6
APPENDICES
Appendix A – Copy of Education Scotland report.
7
TIME FOR FURTHER CONSIDERATION
The Education Service is required to publish this report three weeks prior to the Education
Committee making a final decision over whether to formally implement the proposal. The
final decision will be taken by the Education Committee on 8th January 2015.
83
STIRLING COUNCIL
THIS REPORT RELATES
TO ITEM 9
ON THE AGENDA
EDUCATION COMMITTEE
CHILDREN, YOUNG PEOPLE
AND EDUCATION
8 JANUARY 2015
NOT EXEMPT
EXTENSION OF EARLY YEARS PROVISION, COWIE
1
2
SUMMARY
1.1
At the meeting of Stirling Council’s Education Committee in March 2014, the
Education Committee agreed to consult over future options for early years
provision within Cowie. The proposal was to close the existing nursery class and
open a new standalone nursery within the village.
1.2
A formal consultation process has been undertaken in line with the amended
requirements of the Schools (Consultation) (Scotland) Act 2010.
1.3
As this decision is classed as a closure, the decision taken by the Education
Committee will require to be confirmed by Scottish Ministers.
OFFICER RECOMMENDATION(S)
The Education Committee agrees to:
2.1
note the results of the consultation process and subsequent Education Scotland
report.
2.2
close Cowie nursery class and open a new standalone nursery at Berryhills in
Cowie. The move is planned to take place at Easter 2016. If there are
unforeseen construction delays the move may be delayed until sometime
between Easter and Summer 2016:
2.3
the existing nursery class accommodation once vacated will be converted back
to classrooms to accommodate an increasing roll at Cowie Primary School.
84
3
CONSIDERATIONS
Early Years Provision in Cowie
3.1
The Director of Children, Young People and Education brought forward a paper
to Education Committee in March 2014 with the proposal to close the existing
Cowie Primary nursery class and to open a new standalone nursery on the
Berryhills site. The Education Committee agreed to undertake a formal
consultation as required under the Schools (Consultation) (Scotland) Act 2010.
3.2
Prior to the consultation process, substantial consultation had been undertaken
with parents and the wider community of Cowie. The statutory consultation on
nursery provision within Cowie followed Local Development Plan Consultation,
and two community consultations were undertaken in September 2013 and in
February 2014. The latter explored potential sites for St Margaret’s, Cowie and
Cowie Nursery, including options to locate the nursery at various sites within the
village.
3.3
As part of the formal education consultation, meetings were held with both staff
and the parent council at the school, in addition to the public consultation
meeting. A consultation document was circulated to all interested parties and
statutory consultees. Information was also placed on the Stirling Council website.
A public meeting was held at Cowie Primary School on 18 June 2014.
3.4
As part of the consultation process Education Scotland attended the public
meeting and considered documentation and submissions from the Education
Authority. Inspectors also met with parents at the school as part of their
consideration of the consultation.
3.5
Education Scotland produced a report on the consultation and the Education
Authority is required to publish a response to the points raised in the Education
Scotland report. A copy of the Education Scotland report and the response from
Education Authority are attached as appendices 1 and 2 of this report.
85
4
POLICY/RESOURCE IMPLICATIONS AND CONSULTATIONS
Policy Implications
Equality Impact Assessment
Strategic Environmental Assessment
Single Outcome Agreement
Diversity (age, disability, gender, race, religion, sexual orientation)
Sustainability (community, economic, environmental)
Effect on Council’s green house gas emissions
No
No
Yes
No
No
Strategic/Service Plan
Existing Policy or Strategy
Risk
Resource Implications
Financial
People
Land and Property or IT Systems
Consultations
Internal or External Consultations
Yes
Yes
No
No
Yes
Yes
Yes
Yes
Equality Impact Assessment
4.1
This report was considered under the Council’s Equalities Impact Assessment
process and was assessed as not relevant for the purposes of Equality Impact
Assessment.
Single Outcome Agreement
4.2
Adopting the recommendations within this report support the Single Outcome
agreements of making Stirling a place where lifelong learning is valued and
encouraged, and making services better.
Other Policy Implications
4.3
Strategic Plan – ensuring that service delivery is effective and efficient.
4.4
Service Plan – to ensure provision of high quality learning and teaching
environments.
Resource Implications
4.5
Financial – Stirling Council agreed to finance the cost of a new nursery at the
cost of ВЈ1.1M at a meeting in February 2014.
4.6
Resources – the existing resources from Cowie Primary nursery class will be
relocated to the new standalone nursery.
86
4.7
Staffing – all staff from the current school will relocate to the new location. The
nursery will be managed by a Head of Nursery rather than the Headteacher of
Cowie Primary School.
Consultations
4.8
A formal consultation has been undertaken under the Schools (Consultation)
(Scotland) Act 2010. The list of statutory consultees is contained within the
Schedule 1.
4.9
During this process staff from Assets, Property and Facilities Management and
Legal Services have been consulted and provided professional support in
addition to the statutory consultees.
Tick ( ) to
confirm
The appropriate Convener(s), Vice-Conveners(s), Portfolio Holder and AB в€љ
Depute Portfolio Holder have been consulted on this report
MB в€љ
The Chief Executive has been consulted on this report
в€љ
5
BACKGROUND PAPERS
5.1
6
St Margaret’s Primary School – Update from further community consultation –
6th March 2014.
APPENDICES
6.1
Appendix 1- Education Scotland report.
6.2
Appendix 2- consultation report on review of nursery provision within Cowie.
87
Author(s)
Name
Designation
Telephone Number/E-mail
Colin McMenemy
Planning & Performance Officer
Ex 33220
Sharon Johnston
Assistant Head of Education
Ex 33202
Approved by
Name
Designation
David Leng
Date
16 December 2014
Signature
Director of Children, Young
People and Education
Service
Reference
88
89
Report by Education Scotland addressing educational aspects of the proposal
by Stirling Council to close the existing nursery class within Cowie Primary
School and create a new standalone early learning and childcare centre.
1.
Introduction
1.1 This report from Education Scotland has been prepared by HM Inspectors in
accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 and the
amendments to it contained in the Children and Young People (Scotland) Act 2014.
The purpose of the report is to provide an independent and impartial consideration of
Stirling Council’s proposal to close the existing nursery class within Cowie Primary
School and create a new standalone early learning and childcare centre in Cowie by
August 2016. Section 2 of the report sets out brief details of the consultation
process. Section 3 of the report sets out HM Inspectors’ consideration of the
educational aspects of the proposal, including significant views expressed by
consultees. Section 4 summarises HM Inspectors’ overall view of the proposal.
Upon receipt of this report, the Act requires the council to consider it and then
prepare its final consultation report. The council’s final consultation report should
include a copy of this report and must contain an explanation of how, in finalising the
proposal, it has reviewed the initial proposal, including a summary of points raised
during the consultation process and the council’s response to them. The council has
to publish its final consultation report three weeks before it takes its final decision.
Where the council is proposing to close a nursery class, it will need to follow all
legislative obligations set out in the 2010 Act, including notifying Ministers within
six working days of making its final decision and explaining to consultees the
opportunity they have to make representations to Ministers.
1.2
HM Inspectors considered:
п‚·
the likely effects of the proposal for children of the nursery class; any other
users; children likely to go to the nursery within two years of the date of
publication of the proposal paper; and other children in the council area;
п‚·
any other likely effects of the proposal;
п‚·
how the council intends to minimise or avoid any adverse effects that may
arise from the proposal; and
п‚·
the educational benefits the council believes will result from implementation of
the proposal, and the council’s reasons for coming to these beliefs.
1.3
In preparing this report, HM Inspectors undertook the following activities:
п‚·
attendance at the public meeting held on 18 June 2014 in connection with the
council’s proposal;
п‚·
consideration of all relevant documentation provided by the council in relation
to the proposal, specifically the educational benefits statement and related
consultation documents, and
1
90
п‚·
visit to the nursery class at Cowie Primary School, including discussion with
relevant consultees.
2.
Consultation Process
2.1
Stirling Council undertook the consultation on its proposal with reference to
the Schools (Consultation) (Scotland) Act 2010. Prior to running the formal
consultation under the Act, the council consulted with parents over the future plans
for the nursery. Following this exercise, the community expressed a preference for
the new nursery to be located in Cowie in the area known as Berryhills. The council
responded positively to this and the Berryhills area is the proposed location for the
new standalone early learning and childcare centre.
2.2
The formal consultation on the proposal under the terms of the
Schools (Consultation) (Scotland) Act 2010 ran from 9 June to 12 September 2014.
The council held a public meeting on 18 June 2014. The council took appropriate
steps to consult with and talk to children about the proposal, including children in the
nursery class. The consultation paper provided a proforma for consultees to
represent their views. The council received no responses to the proposal.
3.
Educational Aspects of Proposal
3.1
The proposal to close the nursery class within Cowie Primary School to create
a new standalone early learning and childcare centre in Cowie has very clear and
significant educational benefits for children. The current nursery class within
Cowie Primary School is very well equipped and attractively laid out. It provides a
stimulating and positive environment for learning. The creation of a new
purpose-built facility with increased capacity has the potential to bring further
improvements to the quality of children’s learning experiences. These will result
from an improved learning environment with increased space for children’s learning
and the provision of enhanced facilities. The proposal also has the potential to meet
children’s learning and development needs more effectively, including those aged
from birth to three years.
3.2
The current capacity within the nursery class is for 30 children in the morning
and 30 in the afternoon. The new standalone centre will have capacity for
64 children in both the morning and afternoon. It will also have accommodation to
provide services to families with children aged under three years. The current
nursery class is only open during school term time. The standalone early learning
and childcare centre will provide a service for extended periods of the day and
outwith school term dates. This will help the council meet the requirements of the
Children and Young People (Scotland) Act 2014. The proposal has the potential to
have a very positive impact not only for young children aged from birth to five years
but also for the local community of Cowie.
3.3
Implementation of the proposal will enable the council to make effective and
efficient use of its resources and will help the council meet its duty to secure best
value in the delivery of its services. The council anticipates that Cowie Primary
School will exceed its working capacity by the start of school session 2018. This is
largely because of the increased demand created by new housing planned for the
2
91
area. Cowie Primary School is currently an eight class primary school. The nursery
class uses two rooms within the school building. If the proposal is implemented, this
area can be returned to use as classrooms. This will ensure there is sufficient
accommodation for the projected increase in the school roll from 2018. The
provision of a standalone centre will also enable the council to meet the demand for
early learning and childcare provision in Cowie created by the new housing planned
for the area.
3.4
HM Inspectors met with representative groups of staff and parents and a small
group of children from the nursery. These groups were very positive about the
proposal. They felt that the provision of a new purpose built early learning and child
care provision within Cowie was of real benefit to the children and the community.
Parents particularly welcomed the potential extension of provision to include children
aged from birth to three years. Staff felt that extending provision in this way had the
potential to assist in the early identification of children’s learning and development
needs. They felt this would mean children who may require some additional support
with their learning and development would have access to this support earlier. In
this way, staff felt implementation of the proposal had the potential to improve further
the arrangements for meeting the learning and development needs of children who
are aged from birth to three years.
4.
Summary
The proposal to close the existing nursery class within Cowie Primary School and
create a new standalone early learning and childcare centre by August 2016 has the
potential to bring significant benefits. It will deliver clear educational benefits for
children aged from birth to five years. It also has the potential to bring significant
benefits to the local community. The proposal will also enable the council to make
effective and efficient use of its resources by addressing potential capacity issues in
Cowie Primary School from 2018 onward. All parents and staff who met with
HM Inspectors fully support the proposal and wish it to proceed as quickly as
possible.
HM Inspectors
Education Scotland
October 2014
3
92
93
Appendix 2
STIRLING COUNCIL
REPORT FOLLOWING CONSULTATION ON
REVIEW OF NURSERY PROVISION
WITHIN COWIE
This document has been issued by Stirling Council for consultation in terms of the Schools
(Consultation) (Scotland) Act 2010
94
Appendix 2
STIRLING COUNCIL
REPORT BY THE DIRECTOR OF CHILDREN,
YOUNG PEOPLE AND EDUCATION
REVIEW OF NURSERY PROVISION WITHIN COWIE
1
INTRODUCTION
1.1
The Education Committee of Stirling Council agreed to undertake formal consultation on the
proposal to close Cowie Primary School Nursery Class and to open a new standalone
nursery in Spring / Summer 2016.
1.2
A consultation document on the proposal was circulated to all interested parties in line with
the Schools (Consultation) (Scotland) Act 2010. A copy of the original consultation
document is available on the Stirling Council Website. (www.stirling.gov.uk). The
consultation ran from 9th June 2014 to 12th September 2014.
1.3
As part of the Council’s consultation process the Education Service undertook the following
activities:
•
arranging meetings with staff and parent groups at Cowie Primary School and
nursery, to explain the consultation process, timescales involved and the support
provided by the local authority during this process;
•
circulating the consultative document to all interested parties;
•
publicising the public meetings through public notices and letters to parents;
•
arranging a public meeting at Cowie Primary School on 18th June 2014; and
•
utilising the Education Service consultation web pages to make documentation on
the proposals, updates and further information available, as well as the opportunity
to respond to the consultation.
2
CONSULTATION
2.1
A public meeting was held at Cowie Primary School on 18th June 2014 to allow officers to
explain the proposal and enable interested parties to ask questions regarding the proposal.
A copy of the minute of this meeting is available on the Education Service web pages.
2.2
A total of 8 people attended the public meeting including parents, staff and members of the
local community. The meeting was transcribed and a copy of the transcription was made
available, along with minutes of the meeting, on the Education Consultation web pages of
the Stirling Council Website. There was general support for the proposal to close the
existing nursery class and open a standalone nursery.
2.3
No written responses were received to the proposal.
95
Appendix 2
2.4
A pupil consultation was also undertaken with all pupils being offered the opportunity to
comment on the proposal to relocate the school. A summary of the pupil responses was
made available to Education Scotland as part of the proposal submission.
2.5
The Education Authority recognises that the Statutory Education Consultation received a
low level of response, following two previous community consultations over both the options
for St Margaret’s Primary School and a community consultation on the location of the
nursery and St Margaret’s Primary School. Significant consultation has also taken place at
parent council and community meetings and whilst this has influenced the proposals it is
not recorded as part of the statutory consultation.
3
SUMMARY OF POINTS RAISED DURING CONSULTATION
3.1
Parents of children attending or likely to attend Cowie nursery supported the education
authority’s proposal to relocate the school, recognising that the range of services and age
band served by the nursery would be greatly enhanced.
3.2
Her Majesty’s Inspectors of Education (HMIE) considered the potential educational benefits
listed within the original report. In so doing, HM Inspectors underlined the many benefits
associated with the proposal.
3.3
HM Inspectors reported the positive views expressed by children, parents and staff
during their conversations with representative groups.
4
HMIE REPORT AND CONSIDERATIONS
4.1
The Schools (Consultation) (Scotland) Act 2010 requires HM Inspectors from Education
Scotland to be involved in the formal consultation process.
4.2
As part of this process HM Inspectors undertook the following activities in considering the
educational aspects of the proposal:
4.3
4.2.1
attendance at the public meeting held on 18th June 2014 in St Margaret’s Primary
School.
4.2.2
consideration of all relevant documentation provided by Stirling Council in relation to
the proposal, specifically the educational benefits statement, related consultation
documents and written and oral submissions from parents and others;
4.2.3
consideration of further information on all schools affected;
4.2.4
visits to the existing and proposed sites of St Margaret’s Primary School.
Education Scotland considered the likely effects of the proposal:
•
for children and young people of the school, for any other users, for children likely to
become pupils within two years of the date of publication of the proposal paper;
•
for other children and young people in Stirling Council area;
•
any other likely effects of the proposal;
•
how Stirling Council intends to minimise or avoid any adverse effects that may arise
from the proposal; and
96
Appendix 2
•
5
benefits which the authority believes will result from implementation of the proposal
and Stirling Council’s reasons for coming to these beliefs.
EDUCATION SCOTLAND SUMMARY AND RECOMMENDATION
Education Scotland has expressed their opinion on the education benefit arising if this
proposal is implemented:
•
•
•
6
The potential to bring further improvements to the quality of children’s learning
experiences resulting the increased space for children’s learning and the provision
of enhanced facilities.
The potential benefit of wider access for a larger number of children from a younger
age.
The potential benefit to the community of Cowie through offering of local services to
local families.
APPENDICES
Appendix A – Copy of Education Scotland report.
7
TIME FOR FURTHER CONSIDERATION
The Education Service is required to publish this report three weeks prior to the Education
Committee making a final decision over whether to formally implement the proposal. A final
decision will be taken by the Education Committee on 8th January 2015 on whether to
proceed with this proposal.
8
POTENTIAL FOR CALL IN BY SCOTTISH MINISTERS
It should be noted that within 6 days of this decision the Education Authority will notify
Scottish Ministers of their intention to implement the proposal.
Relevant representations may be made within 3 weeks of this submission to Scottish
Ministers where stakeholders believe there is a basis for call in in-line with section 17 of
The Schools (Consultation) (Scotland) Act 2010.
97
STIRLING COUNCIL
THIS REPORT RELATES
TO ITEM 10
ON THE AGENDA
EDUCATION COMMITTEE
ASSETS AND SUPPORT &
CHILDREN, YOUNG PEOPLE
AND EDUCATION
8 JANUARY 2015
NOT EXEMPT
ST NINIAN’S PRIMARY SCHOOL – FURTHER UPDATE
1
2
SUMMARY
1.1
At the previous Education Committee meeting in October 2014, the Committee
agreed to note the results of the option appraisal work and agreed to Option 4 (all
new build option) being progressed.
1.2
Since this decision was taken by the Education Committee, an amendment to the
new build project scope has been considered in some detail. This Report
provides information on the amended proposal which seeks approval to retain
part of the existing Victorian school building alongside the new build school.
OFFICER RECOMMENDATION(S)
The Education Committee is asked to:
2.1
agree to amend the proposal approved by the Education Committee for an all
new build school to include the retention of part of the existing school building as
a standalone structure to accommodate the nursery class. This will allow Council
to preserve, refurbish and reuse this Victorian building which is one of the last
remaining buildings of its time in the St Ninian’s area without any detrimental
impact on education provision; and
2.2
recommend to Council that sufficient financial resources are made available, and
profiled, to allow the project to be constructed to the timescales as outlined in the
report.
98
3
CONSIDERATIONS
Background
3.1
At the previous Education Committee meeting in October 2014, the Committee
noted the decision that had been made by the Head of Assets & Support and the
Director of Children, Young People & Education, in consultation with the
Convener and Vice Convener of the Education and Finance & Economy
Committees and their Opposition Spokespersons, to proceed with a new build
option for St Ninian’s Primary School.
3.2
Education Committee further agreed to recommend to Council, at the time of
formulating and approving the capital programme, that sufficient financial
resources be made available, and profiled, to allow the project to be constructed
to the timescales as outlined within the report and that the Education Committee
would hope that this would not impact on any existing education projects within
the capital programme.
3.3
Following discussion at the meeting concerning whether any of the Victorian
building could be preserved in the new structure, Officers were asked to review
the feasibility of retaining a part of the existing Victorian school as a standalone
structure within the grounds of the new school, alongside the new build school, in
order to allow one of the last remain buildings of its time within the St Ninian’s
area to be preserved.
Feasibility Work Undertaken
3.4
Officers reviewed the condition and structural integrity of the Victorian part of the
existing school building. The original part of the school (minus later extensions)
which was constructed in the 1880s is capable of being retained. Structural
investigations to date suggest that the external walls and roof of this part of the
building are in reasonable condition (unlike much of the extended school
building) and would also be suitable for internal remodelling and refurbishment.
This section of the building is architecturally interesting and is an aesthetically
pleasing structure of a suitable size to be used meaningfully.
3.5
In conjunction with the Education Service, options for moving elements of the
school accommodation from the new build into the retained structure have been
considered including its use for classrooms and GP/social space. This piece of
work concluded that adaptation of the retained building to create the nursery
provision is the best fit in terms of meeting the overarching project objectives.
While a physically integrated nursery facility within the main school building ( as
would be the case if included as part of the new school build) can provide
opportunities for effective transition and easy access to large, social spaces, a
standalone building in close proximity to the main school building can also be
made to work with a few operational adjustments. There are a number of
examples of this model working well in the school estate currently. The retained
structure can be remodelled to provide suitable accommodation for a nursery for
up to 40 children (full time equivalent) according to the Project Brief.
3.6
The project will be part funded by Scottish Government through the Schools for
The Future Phase 3 initiative. The level of funding is determined by the design
capacity (maximum projected pupil roll) which sets out the maximum space that
is eligible for funding and the resulting grant allocation. In moving the nursery out
of the new build into the standalone refurbished building, a redesign of the
99
floorplan has been undertaken and this has resulted in a reduction of space in
the new building, however overall, there is now a net increase of 100 square
metres of space. The total floor space now exceeds the programme metrics and
will require Council to fully cover the additional cost that this incurs. Refer to
paragraphs 4.6 and 4.7
3.7
Initial discussions with the Planning Service suggest that they would strongly
encourage the retention of part of the Victorian building and were, in principle,
satisfied with the outline concept drawings for the new build which will contribute
towards a “sense of place”
3.8
The Roads Service has also been consulted and is satisfied, in principle, with the
new proposals for access/egress as well as car parking provision.
3.9
In early December, Officers produced a Briefing Paper and set up Briefing
Sessions to provide information for elected members to review the amended
proposal.
Decant Implications and Construction Challenges
3.10
As outlined in the October report to Committee, the construction of the new build
could be undertaken while the existing school remains operational and with no
requirement to decant pupils off site or provide temporary teaching facilities
within the grounds.
3.11
The retention of the Victorian building will have implications for nursery
accommodation during the period of refurbishment works to the existing
structure. These works cannot start until the school has moved into the new build
(anticipated Summer 2016) and at that point there is no provision for onsite
nursery accommodation. Further discussion requires to take place with
Education Service regarding options for temporary works to the new school to
accommodate the nursery class within the new build or an offsite decant. It is
anticipated that the refurbishment works to form the nursery class and complete
the external car parking and grounds development will take until February 2017
to complete (nursery displaced for 5/6 months). No allowance for any decant
costs or temporary works has been included in the costing work undertaken to
date.
Project Costs
3.12
The revised project cost is ВЈ8.6M. Previously the indicative project cost was
reported as being ВЈ8M. The cost covers an allowance for renewables (circa
ВЈ350K) that will allow the new school to meet the challenging energy objectives
for the project including an EPC rating of “A”. It is anticipated that the
renewables may be funded through prudential borrowing and as a result, there
remains an additional capital requirement of ВЈ250K if the alternative option
outlined in this report is progressed.
Next Steps
3.13
The project is being progressed via Hubco (approved by Council in October
2014) and to date the architect and civil and structural engineers have been
appointed. The main contractor will be appointed early in the New Year.
100
3.14
4
Detailed design work is continuing on both schemes in tandem currently.
Committee approval to progress the amendment proposed in this report is
required to allow the scheme to progress in line with the project timeline and
achieve an onsite start of Summer 2015.
POLICY/RESOURCE IMPLICATIONS AND CONSULTATIONS
Policy Implications
Equality Impact Assessment
Strategic Environmental Assessment
Single Outcome Agreement
Diversity (age, disability, gender, race, religion, sexual orientation)
Sustainability (community, economic, environmental)
Effect on Council’s green house gas emissions
No
No
Yes
No
Yes
Increase
Strategic/Service Plan
Existing Policy or Strategy
Risk
Resource Implications
Financial
People
Land and Property or IT Systems
Consultations
Internal or External Consultations
Yes
No
Yes
Yes
No
Yes
Yes
Equality Impact Assessment
4.1
This report was considered under the Council's Equalities Impact Assessment
process and was assessed as not relevant for Equality Impact Assessment.
Strategic Environmental Assessment
4.2
This report was considered under the Environmental Assessment (Scotland) Act
2005 and a Strategic Environmental Assessment is not required.
Single Outcome Agreement
4.3
Adopting the recommendations within this report supports the Single Outcome
Agreement strategic outcomes of making Stirling a place where life-long learning
is valued and encouraged and making Stirling a place where improved wellbeing
adds life to years, not just years to life.
4.4
The potential expansion of St Ninians Primary School would align to the
Council’s priorities to provide additional childcare support to working families and
allows the opportunity for children and family support to be maximised in the St
Ninian’s area.
101
Other Policy Implications
4.5
Investment in the St Ninian’s Primary School building will support achievement of
objectives in the Council’s Sustainable Development Strategy, Climate Change
Declaration, Carbon Management Plan and Energy Strategy.
Resource Implications
4.6
As previously reported, the allocation of additional funding to this project is
required and Education Committee agreed at its October meeting to recommend
to Council, at the time of formulating and approving the capital programme, that
sufficient financial resources be made available, and profiled, to allow the project
to be constructed to the timescales as outlined within the report. The amendment
to the project, as outlined in this report, requires an additional capital allocation of
ВЈ250k assuming that ВЈ350k of costs are funded through prudential borrowing.
4.7
Scottish Government will grant fund 50% of eligible capital costs through the
Scottish Schools for the Future Programme (Phase 3) up to a maximum of ВЈ7.6
million total project cost (as at April 2012 and this figure will rise in line with
inflation).
4.8
Decant costs and other revenue costs associated with the project are not eligible
for grant funding and will require to be met from the Council.
Consultations
4.9
The School and Parent Council have been kept informed on the ongoing option
appraisal process. The Community Council has expressed a strong desire for the
retention of the Victorian school building as part of the redevelopment plan.
Tick ( ) to
confirm
The appropriate Convener(s), Vice-Conveners(s), Portfolio Holder and
Depute Portfolio Holder have been consulted on this report
The Chief Executive has been consulted on this report
5
MB в€љ
NB в€љ
AB в€љ
JH в€љ
в€љ
BACKGROUND PAPERS
5.1
Education Committee of 21st August 2014 – Building Investment Option Appraisal
5.2
23rd October 2014 - Update on outcome of option appraisal.
102
Author(s)
Name
Designation
Telephone Number/E-mail
Geraldine Donald
Assets and Contracts Officer
01786 233233
[email protected]
Lesley Malkin
Strategic Asset Manager
01786 233244
[email protected]
Alan Milliken
Assistant Head of Education
01786 233225
[email protected]
Approved by
Name
Designation
David Leng
Director of Children Young
People and Education
John Risk
Head of Assets and Support
Date
16 December 2014
Service
Reference
Signature
103
STIRLING COUNCIL
THIS REPORT RELATES
TO ITEM 11
ON THE AGENDA
EDUCATION COMMITTEE
CORPORATE OPERATIONS
AND EDUCATION SERVICES
8 JANUARY 2015
NOT EXEMPT
SCHOOL ESTATE BI ANNUAL REVIEW
1
2
SUMMARY
1.1
This report provides a review of the school estate using data gathered on the
current condition, suitability and energy performance of all schools and nurseries.
The report updates on progress made to improve the condition of the education
estate since the last review reported to the Education Committee in January 2013,
reconfirms current approved investment priorities and seeks approval for a further
strategic report to be brought forward in May 2015.
1.2
The report represents an interim report for the short to medium term and sets out a
joint proposal from Education Services and Corporate Operations (Infrastructure
Development) for a wide ranging review of the school estate to develop the strategic
vision for the whole education estate in the longer term.
OFFICER RECOMMENDATION(S)
The Education Committee is asked to:2.1
Note that other than St Margaret’s and St Ninian’s Primary Schools, both of which
are existing commitments that the Education Committee has approved, all
properties in the Education estate are in a relatively good state of repair (A and B
Condition rating)
2.2
Note that there has been some deterioration in the reported suitability of the school
estate. This is due primarily to the evolving nature of learning and teaching that
places demands on school accommodation that many of our education properties
are unable to respond to without significant investment.
2.3
Note that following the recent works at Cornton Primary School to provide additional
accommodation, the school now has 11 classrooms which will provide sufficient
capacity for the medium term. The future accommodation requirements will be
considered as part of the wider school estate review outlined in 2.4.
20150108 Education Committee School Estate Review
104
3
2.4
Instruct officers to undertake a major review of the education estate and bring
forward a report to the Education Committee in May 2015. The review will identify
the longer term Service priorities and take account of projected capacity pressures,
Local Development Plan approvals and reported suitability deficiencies.
2.5
Agree that officers should continue to allocate resources to elemental projects on
the grounds of relative priority as identified using the data collected in the 2014
Condition Surveys and Suitability Assessments
2.6
To recommend to Council that in agreeing the Capital budget for 2016/17 that it
prioritise the refurbishment of Strathyre Primary School for investment at an
indicative budget cost of ВЈ1m. Where feasible, prudential borrowing may be used to
relieve pressure on the capital budget (revenue savings will be made in stopping to
hire the modular unit and reducing weekly pupil transport costs). In addition, since
its closure, the Lochearnhead Primary school building has been vacant. Under the
terms of the original purchase of the school and adjacent school house, once the
school ceased to be required for education provision, the building must revert to the
Feudal owner. Negotiations have been ongoing with the Feudal Superior regarding
suitable compensation for the Authority. This has been agreed at ВЈ24,000 and
should be ring fenced to this improvement project.
CONSIDERATIONS
Update on Major projects in the Education Capital Programme since 2012
3.1
The refurbishment of Riverside Primary School was completed in Summer 2013, on
time and within budget. The school is now in a very good condition and provides an
excellent learning and teaching environment. This project cost ВЈ3.5M and was 50%
funded by the Scottish Government through the Schools for the Future programme
(Phase 2). With Photo Voltaic (PV) panels and solar thermal, its Energy
Performance Certificate (EPC) rating has improved from a C+ to a B.
3.2
Cornton Nursery moved to new refurbished and completely remodelled
accommodation in Summer 2014. The new building, with its two flexible playrooms
and generous outdoor space, provides scope for increased pupil numbers in line
with Scottish Government and Council priorities for early years expansion. The
nursery can now accommodate up to 48 3-5 year olds and 21 under 3s.
3.3
The move enabled the former standalone nursery building to be remodelled to
provide additional flexible accommodation for the primary school. An additional two
large classrooms and associated spaces were handed over to the school in August
2014 and are now home to 27 primary one pupils. The combined cost of the
projects in Cornton to address the emerging sufficiency issues was ВЈ867,000
excluding the cost of purchase of the Lomond Crescent property.
20150108 Education Committee School Estate Review
105
3.4
In addition to the major refurbishments, a number of significant elemental projects
have been undertaken over the past two years to improve upon specific poor
condition, energy efficiency and/or suitability issues throughout the estate.
Examples of these projects are:
•
A new biomass boiler system and replacement heating at Borestone Primary
School. The project, costing ВЈ210K, was funded through a mix of capital and
prudential borrowing
•
A biomass boiler and replacement heating system at Drymen Primary resulting
in annual energy savings of ВЈ16,465 and a significant improvement in its Energy
Performance Rating rating from a D to an A
• The plant room was relocated within Aberfoyle Primary School and included a
fuel switch to Liquid Petroleum Gas from oil. The primary aim was to address the
long standing problems of flooding of the previous boiler plant room and the
resulting implications for winter school closures as a result of heating failure. In
moving to Liquid Petroleum Gas, ongoing revenue savings will be made in
running costs
•
Other heating works, including fuel switches for improved energy efficiency,
were completed at Balfron Primary, Crianlarich Primary and Nursery as well as
at St Mary’s Bannockburn and Cambusbarron primaries.
•
Lighting and other electrical works were undertaken at Bannockburn Primary,
Braehead Primary, Bridge of Allan Primary, Killin Primary, Killin Nursery,
Crianlarich Primary, Cambusbarron Primary and Buchanan Primary
•
External fabric works were completed at Croftamie Nursery and Killearn Primary
with front entrance improvement works at Gargunnock Primary and works
planned for Cambusbarron Primary this financial year.
The Condition of the School Estate
3.5
The building condition data enables a consistent comparison, in terms of backlog of
repairs and other building fabric issues, to be made between properties across the
estate. Building Surveys of all education properties have been undertaken during
2014 and the data is presented in Appendix 1.
3.6
All schools, other than those with existing planned investment, are now in either an
excellent or good condition (A or B rating) and this was reported to Scottish
Government as part of the annual Core Facts uplift. There remains room for
considerable improvement in the condition of the education estate however, with a
backlog of repairs currently estimated to total ВЈ6.73M and without ongoing
investment, condition levels will fall back.
3.7
While approximately half the Education estate is in excellent (A Condition), those in
Condition B will have significant defects. There are 12 primary schools whose
condition rating could be classed as a low B, scoring under 70%. This backlog only
assesses the cost of repairing or replacing the defective element and does not
provide the full refurbishment cost. Officers will continue to prioritise improvement
works using the detailed condition survey data held and allocate capital funding to a
number of elemental projects across the estate in an effort to push up overall levels
of condition.
20150108 Education Committee School Estate Review
106
3.8
The PPP estate has been operational now for seven years and in the spirit of
partnership, the PPP contractor and facilities management subcontractor have
shared their condition surveys to enable officers to audit the current condition of the
PPP estate. All facilities are confirmed to be in top condition rating, with regular
programmes of maintenance and lifecycle replacement to ensure that they meet
contractual performance standards.
Suitability of the School Estate
3.9
Reporting on the condition of the school estate does not necessarily take into
account how well the building works for its intended purpose. An educational
building in excellent condition may not be entirely suitable for learning and teaching
in the 21st century. All head teachers have been asked to complete up to date
assessments of the suitability of their buildings and these are also summarised in
Appendix 1.
3.10
There are a number of buildings that currently do not fully support the delivery of the
modern curriculum due primarily to deficiencies in physical internal layout and
external spaces. Four primary school head teachers have rated their school
buildings as having poor suitability (C rating or below) with Strathyre Primary School
being rated a D, the poorest suitability rating. The details of the schools are
contained in Appendix 1.
Strathyre Primary School has a fairly stable pupil roll of 37 and operates on the
basis of two composite classes. The school catchment takes in a wide rural area
and since the closure of Lochearnhead Primary School in 2011, now also includes
the area to the North that was previously zoned to Lochearnhead Primary.
Facilities at the school are limited. There is no hall or dining room and other than the
two classrooms, small office, toilets and cloaks, a standalone rented modular unit
provides the only other internal space in the school. This is flexibly used as a break
out space, visiting services space, meeting room, library and staff room.
A small production kitchen at one end of the larger classroom allows the classroom
to double up as a dining room with desks cleared for serving lunches in the teaching
space
In order to deliver the PE curriculum, the entire school is transported by bus to
Callander Primary School every Monday morning. This arrangement lacks flexibility
and takes up a considerable amount of the day as it requires travelling time to and
from the school.
The feasibility study, carried out in conjunction with Architecture and Design
Scotland, funded by Scottish Government, explored the opportunities to create
additional space by replacing the modular unit within the grounds of the primary
school (and all its current uses) with a permanent extension to the school that could
be zoned for community use out of school hours.
An outline design and costing for an extension to the school to provide a badminton
court sized hall with toilets and a small kitchen servery area has been prepared. The
design proposal also addresses the need for a meeting room/staff room. This could
also be used for break out/small group working. The intention would also be to
address lack of Disability Discrimination Act (DDA) compliance and provide a lift to
make the upper floor spaces fully accessible to wheelchair users. These
improvements would significant improve the suitability of the school for learning and
teaching.
20150108 Education Committee School Estate Review
107
Energy Performance
3.11
All educational establishments over 250sqm are subject to energy assessments and
Energy Performance Ratings allocated. This enables officers to prioritise works to
ensure maximum benefit in terms of improving energy performance. Current EPC
ratings are detailed on the attached analysis matrix in Appendix 1.
3.12
The biomass installations at Drymen Primary and Borestone Primary use
environment friendly fuel (wood pellets) which do not produce greenhouse gases
and come from sustainable sources. These attract Renewable Heat Incentive (RHI)
payments and an annual saving of around ВЈ45,000 with a projected 8 year payback
period.
3.13
Photo voltaic panels have been installed in ten further education establishments
over the past two years. These panels generate 93,015kWh per annum which is
equivalent to the consumption of a large primary school. The panels will realise
annual savings in the region of ВЈ8,200 in terms of free electricity as well as the
Government feed in tariff of approximately ВЈ12,900 per annum.
3.14
Together the PV panels and Biomass installations will reduce the Carbon Dioxide
(CO2) emissions by 207 tonnes per annum. In addition, fuel switches, insulation
projects and lighting projects across the education estate will see a total reduction in
CO2 emissions of around 350 tonnes per annum.
Education Capital Priorities – 2014/15 and beyond
3.15
The current approved capital priorities are St Margaret’s Primary/Cowie Nursery and
St. Ninian’s Primary School. Both projects are currently progressing through the
technical design process via HubCo., with a view to commencing construction in
Spring 2015 (Cowie project) and Summer 2015 (St Ninian’s). Both projects will be
designed and constructed over three financial years (2014/15 to 2016/17)
3.16
Although in good condition, Strathyre Primary School is very poor in terms of
suitability. At the time of the last school estate review in January 2013, no specific
capital investment was allocated to improving the suitability of Strathyre Primary
School. The Education Committee was advised that Officers intended to undertake
a feasibility investigation into whether improvements could be made to improve the
suitability of the school via a prudential borrowing business case. This information
will be included as part of the wider review of school estate that will be reported to
Education Committee in May 2015.
3.17
Beyond 2016/17, given the relative stability in the condition of the school estate, it is
proposed that a detailed review be undertaken by the Education Service and
Corporate Operations (Infrastructure Development) in order to shape the longer
term vision for the estate taking into account education and asset management
strategic objectives. This would facilitate a comprehensive review of sufficiency
across the estate including planning for the impact of local development plan
approvals. The various suitability issues that have been raised by schools need to
be considered and feasibility studies undertaken in order to scope out solutions
where possible. The relative priority of such works would then be reported to
Education Committee, with an indication of required investment. A report would be
brought to the Education Committee in May 2015 outlining the recommended
priorities and the level of investment required.
20150108 Education Committee School Estate Review
108
Elemental Priorities
3.18
4
Officers will continue to prioritise available resources on elemental works across the
estate. In 2013/14 and 2014/15, the elemental capital allocations were fully spent on
a prioritised basis and the list of projects for 2015/16 is currently being developed.
These smaller value projects (in financial terms), will focus on condition, suitability
and energy efficiency issues identified through the review process and will continue
to make improvements to the learning and teaching environments across the estate.
POLICY/RESOURCE IMPLICATIONS AND CONSULTATIONS
Policy Implications
Delete as
appropriate
Equality Impact Assessment
Strategic Environmental Assessment
Single Outcome Agreement
Diversity (age, disability, gender, race, religion, sexual orientation)
Sustainability (community, economic, environmental)
Effect on Council’s green house gas emissions
Strategic/Service Plan
Existing Policy or Strategy
Risk
Resource Implications
Financial
People
Land and Property or IT Systems
Consultations
Internal or External Consultations
No
No
Yes
No
Yes
Decrease
Yes
No
Yes
Yes
No
Yes
Yes
Equality Impact Assessment
4.1
This report was considered under the Council's Equalities Impact Assessment
process and was assessed as not relevant for Equality Impact Assessment.
Strategic Environmental Assessment
4.2
This report was considered under the Environmental Assessment (Scotland) Act
2005 and a Strategic Environmental Assessment is not required.
Single Outcome Agreement
4.3
The report’s recommendations support the achievement of objectives set out in the
Single Outcome Agreement 5.1.6 – Improved opportunities for learning, training and
work.
20150108 Education Committee School Estate Review
109
Other Policy Implications
4.4
Following consideration of the policy implications of this report no relevant issues
have been identified.
Resource Implications
4.5
The resource implications are contained within the report.
Consultations
4.6
Finance has been consulted on this report.
Tick ( ) to
confirm
The appropriate Convener(s), Vice-Conveners(s), Portfolio Holder and в€љ AB
Depute Portfolio Holder have been consulted on this report
The Chief Executive has been consulted on this report
5
BACKGROUND PAPERS
5.1
School Estate Review 2013 Education Committee 10 January 2013
Core Facts Report
6
в€љ
APPENDICES
Appendix 1 – Condition, Suitability and Energy Performance data.
20150108 Education Committee School Estate Review
110
Authors(s)
Name
Designation
Telephone Number/E-mail
Drew Leslie
Manager, Infrastructure
Developments
Geraldine Donald
Assets & Contracts Officer
(2)33233
donaldgstirling.gov.uk
Michael Boyle
Education Business Manager
mailto:[email protected]
Approved by
Name
Designation
Signature
David Leng
Date
16 December 2014
Director of Children, Young
People and Education
Service
Reference
20150108 Education Committee School Estate Review
111
Analysis Matrix
Condition
Aberfoyle PS (N)
Allan's PS
Balfron PS
Bannockburn PS
Borestone PS
Braehead PS
Bridge of Allan PS
Buchanan PS
Buchlyvie PS
Callander PS
Cambusbarron PS
Castleview PS
Cornton PS
Cowie PS
Crainlarich PS
Deanston PS
Doune PS
Drymen PS
Dunblane PS
East Plean
Fallin PS
Fintry PS
Gargunnock PS
Gartmore PS
Killin PS
Killearn PS
Kincardine of Menteith PS
Kippen PS
Newton PS
Our Lady's PS
Port of Menteith
Raploch PS
Riverside PS
St. Margaret's PS
St. Mary's PS, Bannockburn
St. Mary's Ps, Dunblane
St. Ninians PS
Strathblane PS
Strathyre PS
Thornhill PS
Trossachs PS
Arnprior Nursery
Baker Street Nursery
Croftamie Nursery
Crainlarich Nursery
Cornton Nursery
Doune Nursery
Fallin Nursery OSC
Killin Nursery
Park Drive Nursery
Raploch Nursery
Wellgreen Nursery
Hillview Family Centre
Balfron High School
Wallace High School
Bannockburn High School
Stirling High School
McLaren High School
Dunblane High School
St. Modans High School
Chartershall School
1)
Suitability
2012
2014
2012
2014
Condition
Rating
B
B
B
B
B
A
B
B
A
B
B
A
B
A
A
A
A
B
B
A
A
B
B
A
B
A
A
A
B
A
B
A
B
C
B
A
C
B
B
B
B
B
A
B
B
A
A
A
B
A
A
A
B
A
A
A
A
A
A
A
B
Condition
Rating
B
B
B
B
B
A
A
A
A
B
B
A
B
A
B
A
A
B
B
A
A
B
B
A
B
A
A
A
A
A
B
A
A
C
B
A
C
B
B
B
A
B
A
B
A
A
A
A
A
A
A
A
B
A
A
A
A
A
A
A
B
Suitability
Rating
B
C
B
C
A
B
B
A
A
B
B
A
B
A
B
A
A
A
B
A
A
B
B
A
B
A
A
A
A
A
B
A
B
C
B
B
C
B
D
B
A
B
B
B
B
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
B
Suitability
Rating
B
C
B
B
B
A
B
A
B
B
B
A
B
A
B
A
A
A
B
A
A
B
B
A
B
A
A
A
A
A
B
A
A
C
B
B
C
B
D
A
A
A
B
B
B
A
A
A
A
B
A
A
A
A
A
A
A
A
A
A
B
Rating for Condition and Suitability are as follows:A>= 75%
B>= 50%
C>= 25%
D< 25%
2014 Rating
Overall
Rating
50:50
B
B
B
B
B
A
B
A
A
B
B
A
B
A
B
A
A
A
B
A
A
B
B
A
B
A
A
A
A
A
B
A
A
C
B
B
C
B
C
B
A
A
B
B
A
A
A
A
A
B
A
A
A
A
A
A
A
A
A
A
B
Appendix 1
Repair Costings
Sq M of
property
1040
1595
1429
2899
2708
1595
2493
397
580
1807
1801
Outstanding
repair cost/Sq.m.
ВЈ
75.53
ВЈ
42.49
ВЈ
177.50
ВЈ
57.99
ВЈ
75.13
ВЈ
48.69
ВЈ
38.85
ВЈ
13.73
ВЈ
32.59
ВЈ
40.16
ВЈ
37.78
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
2014 Outstanding
Repair Costs
83,386.60
87,182.70
329,271.80
214,495.60
259,602.20
105,224.06
126,528.16
6,954.20
16,970.80
159,683.74
89,543.30
209,774.40
650,441.00
61,350.08
13,334.20
9,570.00
101,282.50
101,123.00
Energy Performance 2014
kWh Per
sq.m.
Cost per
sq.m.
KgC02
per sq.m.
229.03
199.31
234.51
151.47
168.74
133.01
124.14
171.94
222.33
183.27
142.94
18.02
9.11
11.64
6.79
12.03
7.55
6.83
16.25
16.35
11.21
8.75
78
50
63
41
48
41
37
93
80
56
47
9.01
12.88
19.94
21.95
11..38
12.77
7.67
10.94
8.6
11.46
16.97
18.77
12.24
9.25
14.57
15.78
11.57
49
71
99
92
65
77
43
49
46
86
93
98
54
45
63
68
63
1399
1746
346
548
ВЈ
ВЈ
ВЈ
ВЈ
117.51
291.95
138.96
14.23
957
4192
ВЈ
ВЈ
82.94
18.68
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
2552
672
660
396
810
1436
508
1094
3014
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
10.42
190.92
302.65
146.97
69.51
9.31
53.05
13.99
8.47
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
33,928.84
163,710.80
254,881.00
78,378.30
71,838.80
17,321.70
34,643.40
19,522.80
48,204.73
168.63
219.39
183.30
301.06
188.46
142.60
158.23
172.42
144.22
159.04
171.71
180.81
169.55
129.23
187.68
211.38
259.07
318
ВЈ
373.11
ВЈ
152,035.40
130.10
9.75
70
4291
1004
2546
481
2698
1501
322
534
169
328
846
235
125
288
265
526
183
354
ВЈ
ВЈ
ВЈ
ВЈ
1.28
405.61
67.69
66.89
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
363.09
261.49
68.73
234.62
85.82
15.43
30.43
91.80
7.90
27.80
18.54
89.62
97.25
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
ВЈ
7,018.00
658,160.80
220,531.08
46,521.68
914,094.50
701,727.27
107,694.40
46,829.20
50,593.40
35,919.40
16,907.00
11,101.20
14,642.10
2,902.90
9,399.40
12,441.00
21,309.20
43,671.10
180.46
135.41
191.10
249.30
126.14
122.09
185.74
135.77
196.75
240.71
212.90
344.00
187.75
8.03
12.29
8.97
11.65
10.99
6.66
21.1
14.71
23.24
15.71
10.07
17.01
24.17
47
73
49
62
66
36
100
73
106
73
55
87
102
188.46
191.12
169.55
191.10
11..38
10.01
12.24
8.97
65
54
54
49
191
591
ВЈ
ВЈ
317.53
48.91
ВЈ
ВЈ
77,386.85
37,648.38
10949
ВЈ
2.27
ВЈ
31,644.80
564
ВЈ
221.14
ВЈ
159,149.10
177.89
232.20
234.51
197.36
155.00
170.19
163.02
140.22
134.44
163.64
9.7
12.76
14.93
10.4
8.45
9.82
9.93
9.38
9.13
14.76
49
67
70
59
47
53
51
45
46
89
ВЈ
6,727,476.87
EPC
Comments
F
C
C
C
B
C+
C+
G
D
C
B
C+
C
B
D
D
B+
A
C
B+
B
E
F
F
E+
C+
E
D+
C+
C+
D
C+
B
C
C
D
D
C+
F
D
New Heating System
Biomass Installed Recently
Recently Refurbished
New Heating System
Recently Refurbished
Biomass Installed Recently
New Build - opened October 2012
Recently Refurbished
E
F
D
C
F
C
E+
C
C+
E
D
C
C
C
C+
D+
C+
C
F
New Build - No energy reports
2)
B
-condition or suitability reported lower than 70%
3) Raploch PS, Our lady's PS, Castleview PS and Raploch Nursery are all in the one building, Raploch Campus, therefore the ene
collective
4) Energy Performance Certificates (EPC)- only available for larger schools- Green =Good, Amber = Acceptable and Red - Poor
112
113
STIRLING COUNCIL
THIS REPORT RELATES
TO ITEM 12
ON THE AGENDA
EDUCATION COMMITTEE
CHILDREN, YOUNG PEOPLE
AND EDUCATION
8 JANUARY 2015
NOT EXEMPT
PLACING REQUESTS – RESERVED PLACES
1
2
SUMMARY
1.1
This paper identifies the number of places requiring to be reserved in Stirling’s
schools during academic session 2015/16 to ensure there is sufficient provision
for children at their local catchment schools. Reserving places allows the
Education Authority to manage the admission to schools within the local area,
ensuring that children arriving late in the catchment area can still be
accommodated and that there is no detriment to provision of education.
1.2
The Council’s placing request policy takes account of reserved places. This
paper updates the reserved places position for academic session 2015/16.
1.3
The list of schools at which reserved places are recommended is shown in
Appendix 1. In addition some background information is provided in Appendix 2.
1.4
This year’s review takes account of the recently adopted Local Development
Plan.
OFFICER RECOMMENDATION(S)
The Education Committee agrees to:
3
2.1
approve the recommended places to be reserved for catchment area children for
session 2015/2016 in the schools listed in Appendix 1 to this report.
2.2
delegate authority to the Director of Children, Young People and Education to
determine allocation of reserved places at specific year stages in each school.
CONSIDERATIONS
3.1
Under the terms of the Education (Scotland) Act 1980, parents have the right to
express a preference for their child to attend a school of their choice other than
the local catchment school. The local authority accommodates these requests
where it has no resource or other implication for the requested school.
114
3.2
The Education (Scotland) Act 1996, as amended by the Standards in Scotland’s
Schools etc. Act 2000, gives Education Authorities the power to reserve places
at specific schools for children who move into school catchment areas after
enrolment had been completed. In some schools these numbers can be
significant through build or other factors. These reserved places may be
allocated to particular year stages by the Director of Children, Young People and
Education, or nominated officer.
3.3
Stirling Council continues to experience pressure on school rolls in some
schools. Several schools are under pressure due to housing development within
their catchment areas. Provision for pupils moving into the catchment area needs
to be made by utilising the reserved places legislation to reserve spaces within
establishments and reduce the potential for alternative placements having to be
made.
3.4
The Education Service continues to work closely with colleagues in Planning
over the educational implications of new housing development. Given the current
housing market, it is recognised that the trends identified in previous years are
likely to change. Updated figures from the housing land audit have been used in
the calculation of these figures.
3.5
Places are reserved on a combination of factors including:
•
Anticipated capacity pressures due to planned house build within school
catchment areas. Information on this is gathered from local land plan audit
and meetings with the Council’s planning service.
•
A history of late enrolment.
•
A history of alternative placement of catchment pupils.
•
Other known local factors that significantly affect pupil numbers (e.g.
University accommodation, homeless accommodation).
•
A review of the number of reserved places used in the current year.
3.6
The schools at which places will be reserved and the number of places to be
reserved are reviewed annually.
3.7
Parents have a right to ask to place their child in a school of their choice.
Placing requests are prioritised in accordance with Stirling Council policy. The
Council does not have to accept a placing request where:
•
•
•
•
•
•
to do so they would have to employ an additional teacher or provide
additional accommodation either in this year or future years.
If parents want their child to be admitted to a stage of education for which
the child is not yet ready, or to a school which cannot meet the child's needs.
The school requested has been provided for children with additional support
needs, and the child does not have additional support needs.
If they think that a child would be likely to disturb the order and discipline in
that school, or the educational well-being of pupils attending the school.
accepting the request would prevent the council reserving a place at the
school for a child likely to move into the area of the school in-year.
accepting the request would mean that the capacity of the school would be
exceeded in terms of pupil numbers.
115
4
POLICY/RESOURCE IMPLICATIONS AND CONSULTATIONS
Policy Implications
Equality Impact Assessment
Strategic Environmental Assessment
Single Outcome Agreement
Diversity (age, disability, gender, race, religion, sexual orientation)
Sustainability (community, economic, environmental)
Effect on Council’s green house gas emissions
Yes
No
Yes
No
Yes
Strategic/Service Plan
Existing Policy or Strategy
Risk
Resource Implications
Financial
People
Land and Property or IT Systems
Consultations
Internal or External Consultations
Yes
Yes
No
No
Yes
No
Yes
Yes
Equality Impact Assessment
4.1
The policy presented in this report was considered under the Council’s Equalities
Impact Assessment process and the Equalities Impact Assessment undertaken
has determined that the review of the numbers associated with this policy will
have a minor positive impact ensuring equality of access to groups who move
into the area outwith the normal enrolment cycle who wish to access their
catchment school (including Gypsy and traveller groups).
Strategic Environmental Assessment
4.2
The contents of this report were considered under the Environmental
Assessment (Scotland) Act 2005 and a strategic environmental assessment is
not required.
Single Outcome Agreement
4.3
Adopting the recommendations within this report support the Single Outcome
agreements outcomes of Communities are well served better connected,
improved support for disadvantaged and vulnerable families and individuals and
improved opportunities for learning, training and work.
Other Policy Implications
4.4
Sustainability – This policy reduces the need to alternatively place pupils which
can result in increased levels of transport.
4.5
Strategic Plan – ensuring that service delivery is effective and efficient.
4.6
Service Plan – to ensure provision of high quality learning and teaching
environments.
116
Resource Implications
4.7
By reserving places, it ensures that the service reduces potential expenditure on
alternative placements and uses staffing and property resources efficiently.
Consultations
4.8
As part of this process Headteachers, Education Officers and Officers from
Planning have been consulted in reviewing the levels of places.
Tick ( )
to confirm
The appropriate Portfolio Holder(s) has been consulted on this report
AB
The Chief Executive has been consulted on this report
5
6
BACKGROUND PAPERS
5.1
The Education (Scotland) Act 1996
5.2
The Standards in Scotland’s Schools etc. Act 2000
5.3
The Education (Lower Primary Class Sizes) (Scotland) Amendment Regulations
2010
5.4
Placing Requests – Reserved Places, Education Committee 9 January 2014.
APPENDICES
6.1
Appendix 1 – Placing Requests - Reserved Places (Current and Proposed)
6.2
Appendix 2 – Placing Requests – School Analysis
117
Author(s)
Name
Designation
Telephone Number/E-mail
Colin McMenemy
Planning and Performance Ext33220
[email protected]
Officer
Michael Boyle
Education Business Manager
Ext33215
[email protected]
Approved by
Name
David Leng
Date
16 December 2014
Designation
Signature
Director of Children, Young
People and Education
Service
Reference
118
119
Appendix 1
STIRLING COUNCIL EDUCATION SERVICES
Placing Requests – Reserved Places (Current and Proposed)
Late
Enrolments
2013/2014
Reserved
Places
2013/2014
Reserved
Places
Current
2014/2015
Reserved
Places
Proposed
2015/2016
18
9
12
13
12
28
17
10
15
20
15
15
17
10
15
20
15
15
17
10
10
15
15
15
5
10
9
11
8
12
7
8
2
15
5
1
0
15
14
13
5
5
1
8
6
10
10
10
8
10
10
6
16
10
4
4
12
15
15
10
3
6
8
6
10
10
10
8
10
10
6
16
10
4
4
12
15
15
10
3
3
5
8
10
10
10
8
7
7
4
10
5
4
4
10
10
15
10
3
3
Secondary
Balfron High School
Bannockburn High School
Dunblane High School
Stirling High School
St Modan’s High School
Wallace High School
Primary
Allan’s Primary School
Balfron Primary School
Bannockburn Primary School
Braehead Primary School
Bridge of Allan Primary School
Callander Primary School
Cornton Primary School
Doune Primary School
Drymen Primary School
Dunblane Primary School
East Plean Primary School
Killearn Primary School
Kippen Primary School
Newton Primary School
Riverside Primary School
St Ninian’s Primary School
St Mary’s RC Primary, B’burn
Strathblane Primary School
St Margaret’s RC Primary
In proposing the number of reserved places for each school, account has been taken of specific
local circumstances pertaining to each school. Also, the reserved places take account of
particular pressures in relation to proposed new housing in certain school catchment areas.
120
121
Appendix 2
STIRLING COUNCIL EDUCATION SERVICES
Placing Requests – School Analysis
SECONDARY SECTOR
BALFRON HIGH SCHOOL
The occupancy level at Balfron High School remains high at 91%. Last session the school had
18 late enrolments similar to the previous year. It is recommended to retain reserved places at
17.
BANNOCKBURN HIGH SCHOOL
Bannockburn High School is at 73% occupancy, down from 75% occupancy. The school has a
relatively low level of late enrolments, 9 last session. It is recognised that Bannockburn High
School will have substantial build within the school catchment as identified in the Local
Development Plan. It is unlikely that this will impact on the school enrolment for 2015-2016. It is
recommended that reserved places remain at 10.
DUNBLANE HIGH SCHOOL
Dunblane High School has increased to 91% occupancy. The school continues to experience a
history of late enrolments with 12 this session. This is similar to previous years. It is
recommended to retain the reserved places at 10.
STIRLING HIGH SCHOOL
The occupancy at Stirling High School remains stable at approximately 70% occupancy.
Significant current and planned development is taking place within the school’s catchment area.
The school continues to have a history of late enrolments, 13 last session, slightly higher than
the previous year. The school, however, is not experiencing the historically high levels of late
enrolment and it is therefore recommended to reduce the number of reserved places from 20 to
15.
ST MODAN’S HIGH SCHOOL
St Modan’s High School is at 72% occupancy. The school had 12 late enrolments last session,
down from 18 the previous year. Given its large geographic catchment area, the planned levels
of housing across Stirling and Clackmannanshire are likely to result in a significant number of
additional pupils over the next 10 years. It is proposed to retain the existing level of reserved
places at 15 and continue to monitor the impact on the school roll.
122
WALLACE HIGH SCHOOL
The roll of Wallace High School is rising and is at 73% occupancy. This year the school has
continued to experience high levels of late enrolments with the level of late enrolments rising to
28, doubling that of the previous year. A number of housing developments remain in the school
catchment and current planning applications indicate the potential for other developments at the
same level as the previous year. It is recommended to retain current levels of reserved places
at 15 but to review growth within the school at next year’s review with the potential to increase
reserved places.
PRIMARY SECTOR
ALLAN’S PRIMARY SCHOOL
The school is currently at 77% occupancy, down slightly from the previous year. The school has
experienced 4 late enrolments similar to 5 late enrolments last year. Given the level of
occupancy and slight decrease in late enrolments it is proposed to reduce the number of
reserved places to 5.
BALFRON PRIMARY SCHOOL
The school is currently at 80% occupancy, down slightly from 82% .The number of late
enrolments has decreased this year from 10 to 5 late enrolments. There is however new
development in the village. As such the recommendation is to reduce the number of reserved
places to 8 with the potential that this will be increased next year.
BANNOCKBURN PRIMARY SCHOOL
The school had 6 late enrolments last session, down from 9. The school is currently at 67%
occupancy, but significant development is identified in the Local Development Plan within the
Bannockburn area. It is proposed to retain the number of reserved places at 10 this year.
BRAEHEAD PRIMARY SCHOOL
The school is currently at 82% occupancy down from 88% in the previous year. The school
continues to experience late enrolments up from 8 last year to 9 this year. It is recommended to retain
reserved places at 10.
BRIDGE OF ALLAN PRIMARY SCHOOL
The school had 9 late enrolments this session, which is slightly higher than last year. The school is
currently at 75% occupancy. In addition, the school is the catchment primary school for children
resident on the Stirling University Campus. It is proposed to retain the level of reserved places
at 10.
BUCHLYVIE PRIMARY SCHOOL
Buchlyvie Primary School had one late enrolment last session down from 3 the previous year.
The number of inward placing requests has also reduced and it is not proposed to reserve any
places for session 2015-2016. The school is currently at 90% occupancy, down from 93%.
123
CALLANDER PRIMARY SCHOOL
The school is currently at 84% occupancy. The school had 6 late enrolments last year, down from 12
the previous year. The National Park plan identifies the potential for significant housing build within the
village, however this is unlikely to make any impact on session 2015-2016 enrolments. It is recommended
to retain reserved places at 8.
CAMBUSBARRON PRIMARY SCHOOL
Cambusbarron Primary experienced 3 late enrolments last year, down from 4 the previous year.
The school is currently at 70% occupancy. There are two ongoing developments within the
catchment area and a further significant site is in the pre-application consultation stage. There
is capacity for the two existing developments at the school and these are likely to be the only
developments that are likely to complete houses within 2015-2016. It is recommended to
remove reserved places from Cambusbarron Primary due to low levels of both late enrolments
and inward placing requests.
CORNTON PRIMARY SCHOOL
The school has had 7 late enrolments this session similar to the previous session. The school is
currently at 72% occupancy, down from 78%, with the addition of the former nursery
accommodation to the school capacity. The school roll for 2014 is below the projected roll on
the medium term modelling. There is no substantial planned development within the catchment
area. On the basis of a reducing number of late enrolments, placing requests and house builds
it is recommended to reduce the number of reserved places to 7 and continue to monitor future
rolls, migration and late enrolment.
DOUNE PRIMARY SCHOOL
The school remains at 78% occupancy. Last year the school experienced 2 late enrolments. There is
continuing build within the village and this is likely to continue for a number of years. There has also been a
substantial reduction in migration from the catchment area of Deanston Primary School. As such it is
recommended to reduce the number of reserved places to 7 to accommodate late enrolment and ongoing
house build.
DRYMEN PRIMARY SCHOOL
The school has had 4 late enrolments this session, which is up from 2 last year. Some build is timed over
the next academic year and as such is likely to generate a number of pupils. The school is currently at
69% occupancy. It is recommended to reduce reserved places to 4.
DUNBLANE PRIMARY SCHOOL
The school had 11 late enrolments last session, down from 15 the previous year. There remains some
housing development within the school catchment area. The school is currently at 89% occupancy. It
is recommended to reduce the number of reserved places to 10 for session 2015 – 2016.
EAST PLEAN PRIMARY SCHOOL
East Plean Primary School had 5 late enrolments similar to the previous year. The school is
currently at 69% occupancy. Whilst there is substantial planned housing development within the
school catchment area, there is no sign of this starting at present. As such it is proposed to
reduce the number of reserved places to 5.
124
KILLEARN PRIMARY SCHOOL
The school had 4 late enrolments compared to 1 in the previous year. The school is currently at
65% occupancy. The local development plan highlights a small amount of development within
the village, which can be accommodated within the existing capacity. It is therefore proposed to
retain the number of reserved places at 4.
KIPPEN PRIMARY SCHOOL
The school had 5 late enrolments last session compared to 3 the previous year. The school is currently
at 73% occupancy. There is little planned housing in the village over the early years of the Local
Development Plan. It is therefore recommended to retain reserved places to 4.
NEWTON PRIMARY SCHOOL
The school had 9 late enrolments last year, down from 15 the previous year. The school is currently at
89% occupancy. No significant build was completed during the year. A number of small developments
are planned within the catchment area. It is recommended to reduce the number of reserved places to 10.
RIVERSIDE PRIMARY SCHOOL
Riverside Primary School had 9 late enrolments over the last year, down from 14 in the previous year. The
school is currently at 89% occupancy. Both planned and current housing development within the
catchment area is significant. Recognising the level of late enrolments, it is recommended to reduce to 10
reserved places across all levels within the school. If required, a small allocation can be used towards
Gaelic Medium or Language and Communication provision.
ST NINIAN’S PRIMARY SCHOOL
The school had similar numbers of late enrolments last session – 12, compared to 13 the previous year.
The school is currently at 77% occupancy. There is ongoing development at the former Stirling
High School site and planned housing development at the Stirling Royal Infirmary site. It is
recommended to retain reserved places at 15.
ST MARY’S RC PRIMARY SCHOOL, BANNOCKBURN
The school had 6 late enrolments last session, up from 5 in the previous year. A substantial
amount of development is also taking place in the extended catchment area of the school. The
school is currently at 78% occupancy. It is proposed to retain reserved places at 10.
STRATHBLANE PRIMARY SCHOOL
The school had 9 late enrolments, up from 5 in the previous year. There is no substantial build
within the area. However as a single stream school the reduction in Primary 1 class size has
reduced the maximum Primary 1 intake. Strathblane traditionally has had a number of placing
requests from East Dunbartonshire, however, these are only able to be accepted where
sufficient space exists to reserve a small number of spaces in the school for late enrolments. It
is proposed to retain the number of reserved places at 3. The school is currently at 72%
occupancy.
ST MARGARET’S RC PRIMARY SCHOOL
The school had no late enrolments last session. The school is currently at 54% occupancy. An initial
planning application for approx. 400 houses has been submitted and this is likely to increase the
occupancy of the school within the 2015-2016 session. It is recommended to retain the number of
reserved places to 3.
125
THIS REPORT RELATES
TO ITEM 13
ON THE AGENDA
STIRLING COUNCIL
EDUCATION COMMITTEE
CHILDREN, YOUNG PEOPLE
AND EDUCATION
8 JANUARY 2015
NOT EXEMPT
SCHOOL TRAVEL PLANNING
1
2
SUMMARY
1.1
The purpose of this report is to inform the Education Committee on
the rollout of School Travel Plans. Getting more people to walk and
cycle will help Stirling Council achieve a range of health,
environmental, educational and travel objectives, set out in the Single
Outcome Agreement and other adopted Council plans. Education and
Environment Services have committed to work jointly on this.
1.2
Education and Environment Services have committed to work jointly on
promoting walking and cycling – including encouraging walking and
cycling to schools. Getting more people to walk and cycle will help
Stirling Council achieve a range of health and wellbeing,
environmental, educational and travel objectives as set out in the
Single Outcome Agreement and Council plans and strategies.
OFFICER RECOMMENDATION(s)
The Education Committee is asked to:
2.1
3
note and comment on the updated report on School Travel Planning.
CONSIDERATIONS
3.1
The Education Service was tasked to deliver up to date School Travel
Plans for all Stirling Schools by June 2015. In addition, all schools with
existing School travel plans will have reviewed and updated them by this
date. School Travel Plans set out how the school promotes safer, active and
sustainable travel and incorporates Safer Routes to School.
The main emphasis of the School Travel Plan is to:
•
•
•
Reduce the number of vehicles on the journey to school
Improve safety on the journey to school
Encourage more active and sustainable travel choices
126
4
3.2
The Education Service has engaged with all Heads of Establishments at
a Working Together Meeting. In addition, further staff development
sessions have been organised with twelve schools attending.
3.3
Four schools were identified as a priority in terms of School Travel
Planning. These schools were Borestone, Cornton, Fallin and Raploch.
The Education Service have been working intensely with these schools
to implement road safety programs, including, setting up Junior Road
Safety Officers, Big Walking Bus, Bikeability and Walk to school
Wednesday’s. The schools have successfully completed their School
Travel Plans.
3.4
Overall progress towards school travel planning is set out in the
attached Appendix 1.
POLICY/RESOURCE IMPLICATIONS AND CONSULTATIONS
Policy Implications
Equality Impact Assessment
Strategic Environmental Assessment
Single Outcome Agreement
Diversity (age, disability, gender, race, religion, sexual orientation)
Sustainability (community, economic , environmental)
Effect on Council's greenhouse gas emissions
No
No
Yes
No
Yes
Strategic/Service Plan
Existing Policy or Strategy
Risk
Resource Implications
Financial
People
Land and Property or IT Systems
Consultations
Internal or External Consultations
Yes
No
No
No
Yes
Yes
No
Yes
Equality Impact Assessment
4.1
The policy presented in this report was considered under the
Council's Equalities Impact Assessment and was assessed as not
relevant for the purposes of Equality Impact Assessment.
Strategic Environment Assessment
4.2
The contents of this report were considered under the Environmental
127
Assessment (Scotland) Act 2005 and a strategic environmental
assessment is not required
Single Outcome Agreement
4.3
Adopting the recommendations within this report support the Single
Outcome agreement:
• making Stirling a place where improved wellbeing adds life to years,
not just years to life;
• making Stirling more sustainable
Other Policy Implications
Sustainability
4.4
This policy will help support active travel around Stirling and the promotion
of Stirling as a healthy place to life and work.
Service Plan
4.5
Supports the Education Service outcome on every school having a School
Travel Plan by June 2015.
Health
4.6
More walking and cycling as part of an active lifestyle will support the
health objectives of both Stirling Council and NHS Forth Valley.
Resource Implications
4.7
Financial: There would be no cost to Stirling Council.
4.8
People: The Education Service would manage school travel plans within
their existing resources.
Consultations
4.9
As part of this process Transport, Communities, Headteachers and Education
Officers have been consulted.
Tick ( )
to confirm
The appropriate Convener(s), Vice-Conveners(s), Portfolio Holder and
Depute Portfolio Holder have been consulted on this report
The Chief Executive has been consulted on this report
AB
MB
128
5
BACKGROUND PAPERS
5.1
6
N/A
APPENDICES
6.1
Appendix 1 – School Travel Plans Overview.
Authors
Name
Designation
Telephone Number/Email
Joe Shaw
Education Officer
Ext 33209
shawj@stirling .gov.uk.
Alan Miliken
Assistant Head of Education
01786 233225
[email protected]
.
Approved by
Name
Designation
David Leng
Director of Children, Young
People and Education
Date
16 December 2014
Signature
Service
Reference
129
Appendix 1
STIRLING COUNCIL EDUCATION SERVICES
School Travel Plans Overview 1.11.14
Primary School
Update as at 1 November 2014
Aberfoyle
Consultation Phase
Allan’s
Plan in place
Balfron
Plan in place
Bannockburn
Existing plan being updated
Borestone
Consultation Phase
Braehead
Consultation Phase
Bridge of Allan
Existing plan being updated
Buchanan
Consultation Phase
Buchlyvie
Consultation Phase
Callander
Existing plan being updated
Cambusbarron
Existing plan being updated
Castleview
Plan in place
Cornton
Plan in place
Cowie
Consultation Phase
Crianlarich
Consultation Phase
Deanston
Consultation Phase
Doune
Existing plan being updated
Drymen
Existing plan being updated
Dunblane
Plan in place
East Plean
Consultation Phase
Fallin
Plan in place
Fintry
Consultation Phase
Gargunnock
Consultation Phase
Gartmore
Consultation Phase
Killearn
Consultation Phase
Killin
Consultation Phase
Kincardine-in-Meneith
Consultation Phase
Kippen
Existing plan being updated
Newton
Consultation Phase
Our Lady’s
Plan in place
Port of Menteith
Consultation Phase
130
Primary School
Update as at 1 November 2014
Raploch
Plan in place
Riverside
Consultation Phase
St Margaret’s
Plan in place
St Mary’s Bannockburn
Plan in place
St Mary’s Episcopal
Consultation Phase
St Ninian’s
Existing plan being updated
Strathblane
Existing plan being updated
Strathyre
Consultation Phase
Thornhill
Consultation Phase
Trossachs
Consultation Phase
Secondary School
Balfron
Existing plan being updated
Bannockburn
Existing plan being updated
Dunblane
Plan in place
McLaren
Plan in place
St Modans
Plan in place
Stirling
Consultation Phase
Wallace
Consultation Phase
Nursery School
Hillview
Consultation Phase
Killin
Consultation Phase
131
THIS REPORT RELATES
TO ITEM 14
ON THE AGENDA
STIRLING COUNCIL
EDUCATION COMMITTEE
CHILDREN, YOUNG PEOPLE
AND EDUCATION
8 JANUARY 2015
NOT EXEMPT
BIKEABILITY CYCLE TRAINING
1
SUMMARY
1.1
2
The purpose of this report is to provide the Committee with an update on the
work undertaken to support the National Bikeability programme.
OFFICER RECOMMENDATION(S)
The Education Committee is asked to:
2.1
3
note and comment on the progress made in relation to the Bikebaility
Programme.
CONSIDERATIONS
3.1
Stirling Council was successful in obtaining funding from Cycling Scotland to
deliver Bikeability cycle training for Stirling primary schools during academic
sessions 2012-2013 and 2013-2014.
3.2
The 2012-2013 funding allowed the Education service to run two staff training
courses. Twelve teachers attended the courses and the funding allowed the
Education service to provide supply cover for these teachers.
3.3
In 2013-2014, the Education Service provided two courses with the funding
provided. Thirteen teachers completed the training. In addition, a course ran for
interested parent volunteers with six parent volunteers successfully completed
the course.
3.4
Four mentors were identified to support the teachers, parents and volunteers in
the delivery of Bikeability using the Cycling Scotland funding. Recyke a bike,
based at Riverside was successful in obtaining funding for a Stirling Outreach
officer and part of their role was to deliver training to primary schools. The
Education service is also working together with agencies to support the delivery
which includes Active Stirling. Additionally, we purchased twenty five bikes to
ensure that all schools can participate.
132
4
3.5
Before obtaining Cycle Scotland funding, only two schools were delivering
Bikeability training. In light of funding and training, nineteen schools delivered
Bikeability training in 2013-2014 with 679 pupils receiving Bikeability two training.
3.6
The Education Service is on track to deliver training to twenty eight schools in
session 2014-2015. Each individual school leads on Bikeability supported by
parents or other volunteers. These schools are supported by the Education
Officer leading on this. (The Education Officer has been shortlisted for the
National Co-ordinator of the year for the work undertaken with Bikeability).
3.7
An overview of the Bikeability programme is provided in Appendix 1. In addition
current progress of Bikeability training in schools is provided in Appendix 2.
POLICY/RESOURCE IMPLICATIONS AND CONSULTATIONS
Policy Implication
Equality Impact Assessment
Strategic Environmental Assessment
Single Outcome Agreement
Diversity (age, disability, gender, race, religion, sexual orientation)
Sustainability (community, economic, environmental)
Effect on Council’s green house gas emissions
Strategic/Service Plan
Existing Policy or Strategy
Risk
Resource Implications
Financial
People
Land and Property or IT Systems
Consultations
Internal or External Consultations
No
No
Yes
No
Yes
No
Yes
No
No
Yes
Yes
No
Yes
Equality Impact Assessment
4.1
The programme presented in this report was considered under the Council’s
Equalities Impact Assessment and was assessed as not relevant for the purpose
of Equality Impact Assessment.
Strategic Environmental Assessment
4.2
The contents of this report were considered under the Environmental
Assessment (Scotland) Act 2005 and a strategic environmental assessment is
not required.
133
Single Outcome Agreement
4.3
Adopting the recommendation within this report supports the Single Outcome
Agreements outcome of making Stirling a place where improved wellbeing adds
life to years, not just years to life and making Stirling more sustainable.
Other Policy Implications
4.4
Sustainability: This policy will help embed active travel around Stirling.
Service Plan: Supports the Education Service plan on School Travel Planning.
Resource Implications
4.5
Financial: There would be no cost to Stirling Council, however, funding would
need to be obtained from Cycling Scotland on a year by year basis.
Consultations
4.6
As part of this process Headteachers, Education Officers and Officers from roads
have been consulted.
Tick ( ) to
confirm
The appropriate Convener(s), Vice Convener(s), Portfolio Holder and
Depute Portfolio Holder have been consulted on this report
The Chief Executive has been consulted on this report
5
BACKGROUND PAPERS
5.1
6
None.
APPENDICES
6.1
Appendix 1 – Bikeability Overview
6.2
Appendix 2 – Bikeability Training in Stirling Schools 2013/14.
AB
MB
134
Author(s)
Name
Designation
Joe Shaw
Education Officer
Telephone Number/E-mail
Ext 33209
[email protected]
Alan Milliken
Assistant Head of Education
Ext 33225
[email protected]
Approved by
Name
David Leng
Date
2 December 2014
Designation
Signature
Director of Children, Young
People and Education
Service
Reference
135
Appendix 1
STIRLING AND CLACKMANNANSHIRE EDUCATION SERVICES
Bikeability Overview
Bikeability is 'cycling proficiency ' for the 21st century,designed to give the next generation
the skills and confidence to ride their bikes on today's roads.
There are three Bikeability levels, with each level designed to help improve their cycling
skills, no matter what they know already. Levels 1, 2 and 3 take trainees on a journey from
the basics of balance and control, all the way through to planning and making a journey by
themselves on busier roads.
Children will typically start Bikeability lessons usually in Primary 5/Primary 6. Level 1 will
help new riders to control their bike before they move on to developing on-road skills at
Level 2. Level 2 is usually tackled by children in Primary 6/7 before they leave primary
school. The Level 2 training is delivered to children over 8 hours, normally in 4 practical
sessions in a safe, risk assessed environment, some of which is on-road. This training
could be delivered as part of the curriculum PE. This is the level that children in Stirling
undertake and endorsed by Cycling Scotland.
The children are rewarded with various badges and certificates when they progress
through the various levels. The training forms an integral part of an effective school
travel plan and links to the wider active travel agenda in Stirling; also, the Scottish Government
target of "By 2020, 10% of all journeys taken in Scotland will be by bike" set out in the
Cycling Action Plan for Scotland.
136
137
Appendix 2
STIRLING AND CLACKMANNANSHIRE EDUCATION S E R VICES
Bikeability Training in Stirling School 2013/14
Level 1
Deanston Primary School
Doune Primary School
Dunblane Primary School
St Mary's Episcopal Primary School
St Mary's RC Primary School
Bridge Of Allan Primary
Buchanan Primary School
Buchlyvie Primary School
Drymen Primary School
East Plean Primary School
Fallin Primary School
Fintry Primary School
Braehead Primary School
Cornton Primary School
Riverside Primary School
St Ninian's Primary School
Our Lady's RC Primary School
Strathblane Primary School
Newton Primary School
Level 2
16
16
70
70
28
22
22
22
22
52
15
52
15
22
22
25
25
10
10
23
23
33
20
168
28
28
26
26
35
8
35
8
26
26
50
28
138
139
STIRLING COUNCIL
THIS REPORT RELATES
TO ITEM 15
ON THE AGENDA
EDUCATION COMMITTEE
CHILDREN, YOUNG PEOPLE
AND EDUCATION
8 JANUARY 2015
NOT EXEMPT
DEVELOPMENT OF THE GAELIC LANGUAGE PLAN
1
SUMMARY
1.1
2
This report provides background information and an update on the development
of the Gaelic Language Plan.
OFFICER RECOMMENDATION(S)
The Committee agrees:
3
2.1
to note that the deadline for the submission of the Gaelic Language Plan has
been extended to 31 July 2015, and a draft Gaelic Plan will be presented to the
Education Committee in May 2015, for recommendation to Council.
2.2
to note progress made on the development of the Gaelic Language Plan.
CONSIDERATIONS
Background of Gaelic Language Plans
3.1
The purpose of the Gaelic Language Act (Scotland) 2005 is to ensure that Gaelic
language, education and culture are protected, encouraged and given the same
respect as English. It established BГІrd na GГ idhlig as the principal public body
for promoting Gaelic development.
3.2
Section three of the Act confers the power on BГІrd na GГ idhlig to require any
relevant public authority to prepare and implement a Gaelic Language Pan which
will set out how the public authority will use Gaelic in the excise of its functions.
The formal notification to prepare the Gaelic Language Plan has therefore
created a statutory requirement for the Council.
3.3
Each Gaelic Language Plan contains four sections
•
Introduction- providing background on Stirling, current Gaelic provision and a
breakdown in Gaelic Skills.
•
Core Commitments- which sets out how Stirling Council will use Gaelic in
relation to its core business functions.
140
•
Policy Implications for Gaelic- which sets out how Stirling Council will
incorporate Gaelic in the planning of service delivery in key areas, such as
Education.
•
Monitoring and Review- which sets out how the Gaelic Language Plan will be
implemented and reviewed.
Development of Stirling Council’s Gaelic Language Plan
3.4
A Gaelic Language Plan Working Group has been established to prepare Stirling
Council’s Gaelic Language Plan.
3.5
Information on Gaelic demographics and ability in the Stirling area has been
collected from Census data and collated.
3.6
The current levels of Gaelic provision across Council services have been
mapped.
3.7
The focus, in the development of actions within the Gaelic Plan, will be on
working within current financial resources and, where possible, building upon
existing provision, particularly in Education services where Stirling Council
already provides Gaelic Medium, Gaelic Secondary and Gaelic Early Years.
3.8
In light of the new Council structure discussions across the organisation are
ongoing in relation to the corporate High Level Aims of the Gaelic Language Plan
and developing potential actions. Potential areas for discussion include:
3.9
•
Including Gaelic in Stirling Council’s identity, communications and
signage, on a replacement basis.
•
Including opportunities to learn Gaelic in the Personal Review and
Development process for relevant staff.
•
Gaelic awareness training for senior management and elected members.
These discussions will include the identification of resources for these aims. As
set out in 3.14 below, the Gaelic Language Act Implementation Fund is a
possible financial resource.
Existing Resources
3.10
Stirling Council receives an annual Gaelic grant of ВЈ140,000 from the Scottish
Government, for 2014/15 this included an increase of ВЈ10,000 on the previous
financial year. A breakdown of current spending on Gaelic education is shown in
Table 1 below.
141
Table 1- 2014/2015 Budgeted Gaelic Spending
Gaelic Medium Provision
ВЈ188,600
3.11
Gaelic Secondary Provision
ВЈ34,540
Gaelic Language in Primary Schools
ВЈ42,880
Community Learning and Development
ВЈ12,480
Community Support
ВЈ3,000
Pre-School
ВЈ25,580
Sub-Total
Scottish Government Gaelic Grant
ВЈ307,080
ВЈ140,000
Budget
ВЈ167,080
The Scottish Government have also made significant classroom resources
available.
Possible Funding
3.12
BГІrd na GГ idhlig have established the Gaelic Language Act Implementation
Fund (GLAIF), providing funding to support Public Authorities who have had their
Gaelic Language Plan approved or are in the process of developing their plan.
3.13
Awards from GLAIF are between ВЈ5,000 and ВЈ25,000 per project, and
applications are accepted for up to 80% of total project costs.
3.14
The priorities for GLAIF in the 2014/15 round included a number of Stirling
Council’s corporate High Level Aims, including projects that:
-
Support for the wider use and awareness of Gaelic within the workplace.
-
Support for workplace Gaelic language training and the provision of
resources, mirroring the personal development needs of staff at a variety of
ability levels.
-
Projects to develop the relevance, consistency and availability of Gaelic
within the public body, particularly through publications.
-
Support to develop the presence and status of Gaelic in corporate identity
and signage within public authorities.
-
Support for public bodies to increase the profile and use of Gaelic when
dealing with the public or other bodies.
-
Support for the enhanced visibility and status of Gaelic in the dissemination
of public information.
142
3.15
GLAIF is available annually, and applications for 2015/16 are expected to open
in December.
Timescales
4
3.16
In light of Stirling Council’s restructuring and the importance of the Shared
Education Service in the delivery of the Gaelic Language Plan, Stirling Council
have proposed a reviewed timescale of 31 July 2015. This has been accepted
by BГІrd na GГ idhlig.
3.17
A draft will now be presented to the Education Committee in May 2015 for
approval, and then presented to Council on 25 June 2015.
3.18
The six week public consultation will now take place between March and April
2015.
POLICY/RESOURCE IMPLICATIONS AND CONSULTATIONS
Policy Implications
Equality Impact Assessment
Strategic Environmental Assessment
Single Outcome Agreement
Diversity (age, disability, gender, race, religion, sexual orientation)
Sustainability (community, economic, environmental)
Effect on Council’s green house gas emissions
Yes
No
Yes
Yes
No
Strategic/Service Plan
Existing Policy or Strategy
Risk
Resource Implications
Financial
People
Land and Property or IT Systems
Consultations
Internal or External Consultations
Yes
No
Yes/No
No Effect
No
No
No
Yes
Equality Impact Assessment
4.1
An Equality Impact Assessment of the creation of the Gaelic Language Plan has
been carried out, it was found that the Gaelic Plan will have a positive impact,
enabling the council to meet the needs of the general Equality Duty, and foster
good relations with the Gaelic community.
Strategic Environmental Assessment
4.2
The content of this report was considered under the Environmental Assessment
(Scotland) Act 2005 and a Strategic Environmental Assessment is not required.
143
Single Outcome Agreement
4.3
The recommendation contained in this report supports Single Outcome
Agreement Outcome “Improved opportunities for learning, training and work
Other Policy Implications
4.4
Meet legal obligations under the Gaelic Language (Scotland) Act 2005
4.5
Will contribute to the Council’s Equality Outcomes �Our communities are
supported to understand and value the diversity of those who live, work in or visit
our area’, �The Council is better equipped to meet the needs of its diverse
communities and workforce’ and �Our approach to engagement and participation
reflects the diversity of all our communities’
Resource Implications
4.6
Further work is required to identify the resource implications. The emphasis will
be on working with existing resources as far as possible.
Consultations
4.7
Consultation across council services are ongoing.
4.8
A six week public consultation will take place between March and April 2015
Tick ( ) to
confirm
The appropriate Convener(s), Vice Convener(s), Portfolio Holder and
Depute Portfolio Holder have been consulted on this report
AB
MB
The Chief Executive has been consulted on this report
5
BACKGROUND PAPERS
5.1
6
Creation of a Statutory Gaelic Language Plan – Report to Education Committee
23 October 2013.
APPENDICES
6.1
None.
144
Author(s)
Name
Designation
Telephone Number/E-mail
Matthew Sweeney
Project Assistant,
Communities and
Partnerships
[email protected]
Cath Sutherland
Improvement Team Leader,
Communities and
Partnerships
[email protected]
Kevin Kelman
Assistant Head of Education
[email protected]
Approved by
Name
Designation
Signature
David Leng
Date
16 December 2014
Director of Children, Young
People and Education
Service
Reference
145
STIRLING COUNCIL
THIS REPORT RELATES
TO ITEM 16
ON THE AGENDA
EDUCATION COMMITTEE
CHILDREN, YOUNG PEOPLE
AND EDUCATION
8 JANUARY 2015
NOT EXEMPT
INSPECTION OF STIRLING HIGH SCHOOL:
PUBLICATION OF EDUCATION SCOTLAND’S REPORT
1
SUMMARY
1.1
2
The purpose of this paper is to report to the Committee the outcome of the
recently published report by Education Scotland on their inspection of Stirling
High School.
OFFICER RECOMMENDATIONS
The Education Committee agrees to:
2.1
3
consider the outcome of the inspection and make comment on the key findings
identified in the published inspection report which is attached as an Appendix.
CONSIDERATIONS
3.1
Each year, Education Scotland inspects and reports on the quality of education
in a sample of pre-school centres, primary schools, secondary schools and other
education services, including Community Learning and Development. Stirling
High School was inspected in the week beginning 29 September 2014. The
inspection report was published on 2 December 2014.
3.2
School inspection exercises have a major focus on how well children and young
people are learning and achieving, and how well the school supports them to do
their best.
3.3
The inspection team evaluates the school’s capacity to improve and seeks
answers to the following questions:
•
How well do young people learn and achieve?
•
How well does the school support young people to develop and learn?
•
How well does the school improve the quality of its work?
146
3.4
Inspectors use five quality indicators, taken from the National Framework, �How
good is our school?’ to evaluate specific aspects of school provision and to
answer the three key questions.
Three of the five quality indicators contribute to the Scottish Government’s
National Performance Framework (NPF):
1.1
Improvements in performance (NPF)
2.1
Learners’ experiences (NPF)
5.3
Meeting learning needs (NPF)
5.1
The curriculum
5.9
Improvement through self-evaluation.
3.5
The inspection report was published on 2 December 2014 (Appendix 1). The
report takes the form of a letter to parents, which provides a response to the
questions highlighted in section 3.3. Appendix 2 provides an overview of the
evaluations made.
3.6
A sample of parents, children and young people and members of staff were
invited to give their views of the school using a pre-inspection questionnaire.
Their views and opinions informed the inspection process. Appendix 3 provides
the statistical detail from the questionnaires.
3.7
The inspection report on Stirling High School identified the following key
strengths
3.8
•
The ethos of the school as an inclusive community with supportive
relationships.
•
Young people with positive attitudes to learning who show respect for others.
•
Staff working together and taking on leadership roles with a strong
commitment to school improvement.
The following areas for improvement were agreed in discussion with the
headteacher and the education authority:
•
Continue to review and improve the curriculum to ensure all young people
can achieve as highly as possible.
•
Strengthen self-evaluation to focus on improvements which will have the
greatest impact on improving outcomes for young people.
•
Continue the work on the monitoring and tracking of young people’s
progress, including further involving young people in dialogue about their
progress.
147
3.9
Responding to the inspection and building capacity for improvement
Following the inspection, Education Scotland is confident that the school’s selfevaluation processes are leading to improvements. As a result, Education
Scotland will make no further visits in connection with this inspection. The
authority will continue to support the school in its plans for continuous
improvement. Parents will be informed of the extent to which the school has
improved.
4
POLICY/RESOURCE IMPLICATIONS AND CONSULTATIONS
Policy Implication
Equality Impact Assessment
Strategic Environmental Assessment
Single Outcome Agreement
Diversity (age, disability, gender, race, religion, sexual) orientation)
Sustainability (community, economic, environmental)
Effect on Council’s green house gas emissions
Strategic/Service Plan
Existing Policy or Strategy
Risk
Resource Implications
Financial
People
Land and Property or IT Systems
Consultations
Internal or External Consultations
No
No
Yes
No
No
No Effect
Yes
Yes
No
No
No
No
No
Equality Impact Assessment
4.1
This report was considered under the Council’s Equalities impact assessment
and was assessed as having no impact.
Strategic Environmental Assessment
4.2
This report was assessed under the Council’s Strategic Environmental impact
assessment and was assessed as having no impact.
148
Single Outcome Agreement
4.3
Adopting the recommendation within this report supports the Single Outcome
Agreement. The proposal supports the objectives of Strategic Topics 5.1.2 –
Improved support for disadvantaged and vulnerable families and individuals and
5.1.6 – Improved opportunities for learning, training and work.
Other Policy Implications
4.4
Following consideration of the policy implications of this report no relevant issues
have been identified.
Resource Implications
4.5
This report has no resource implications for the Service
Consultations
4.6
N/A
Tick ( )
to confirm
The appropriate Convener(s), Vice-Convener(s), Portfolio Holder and AB
Depute Portfolio Holder have been consulted on this report
The Chief Executive has been consulted on this report
N/A
5
BACKGROUND PAPERS
5.1
6
N/A
APPENDICES
6.1
Appendix 1 – Education Scotland Inspection Report – Stirling High School
6.2
Appendix 2 – Education Scotland Quality Indicators – Stirling High School
6.3
Appendix 3 – Education Scotland Questionnaire Summary – Stirling High School
149
Author(s)
Name
Designation
Telephone Number/E-mail
Carolyne McDaid
Acting Quality Improvement
01786 233188
Officer
[email protected]
Approved by
Name
Designation
David Leng
Director of Children, young
People and Education
Date
16 December 2014
Signature
Service
Reference
150
151
2 December 2014
Dear Parent/Carer
Stirling High School
Stirling Council
Recently, as you may know, my colleagues and I inspected your child’s school. During
our visit, we talked to parents and young people and worked closely with the
headteacher and staff. We wanted to find out how well young people are learning and
achieving and how well the school supports young people to do their best. The
headteacher shared with us the school’s successes and priorities for improvement.
We looked at some particular aspects of the school’s recent work, including the wider
achievement programme, the work of the eco committee and the school’s approach to
developing staff, including their leadership skills. As a result, we were able to find out
how good the school is at improving young people’s education.
How well do young people learn and achieve?
Young people learn and achieve well within a supportive environment. Across the
school, relationships between staff and young people are very positive and support
effective learning. This reflects the school values of friendship, achievement and
respect. Most young people enjoy their learning and feel the school is helping them to
become more confident. In some lessons they benefit from opportunities to deepen
their learning through challenging work. Teachers share the purpose of lessons with
young people and give clear explanations, using questions well to check
understanding. In most lessons, young people receive useful feedback on aspects of
their learning. There is scope to develop this practice further and ensure all young
people become more skilled at reflecting on their learning and understand how to
make better progress. Young people’s learning is enhanced through a wide range of
experiences beyond the classroom, such as trips at home and abroad and
participation in events, competitions and challenges. This includes exchange visits,
local field trips, visits to theatres and cultural and sporting trips to destinations such as
China, Egypt and Europe.
Through a wide range of opportunities provided by the school, young people are
developing skills and attributes which help to prepare them for life and work. They
contribute to, and benefit from, a range of sporting activities which improve their fitness
levels and develop team-working skills. This includes football, cross country running,
basketball, rugby, swimming and dance. The Duke of Edinburgh’s Award scheme
helps young people successfully develop self-discipline, commitment and a capacity
for teamwork as they progress to their bronze award. The very successful eco
committee provides an inclusive learning environment for young people to develop
Education Scotland
st
1 Floor, Endeavour House
1 Greenmarket
Dundee
DD1 4QB
T
01382 576700
F
01382 576701
E [email protected]
Textphone 01506 600236
This is a service for deaf users. Please do not
use this number for voice calls as this will not
connect.
www.educationscotland.gov.uk
Transforming lives through learning
152
knowledge and skills relevant to issues of sustainability. Commendably, the group has
helped the school to earn five green flag awards from Eco-Schools Scotland. Young
people, particularly those at S6, develop skills in leadership through roles such as
prefects, buddies, pupil council representatives, house captains and sports leaders.
Across year groups, young people develop their understanding about the needs of
others and responsible citizenship through their charity work. This has included
charities such as Macmillan Cancer Support, Strathcarron Hospice, Children in Need
and the Malaptop project providing laptops for schools in Malawi. Young people are
developing confidence and performing skills as they contribute to musical concerts, the
annual school show and the Christmas pantomime. The school celebrates the
achievements of young people in displays, the local newspaper, online forums,
prizegiving ceremonies and in the awarding of �colours’. Staff should continue to
support young people in their understanding of the skills they are developing through
their work in and beyond the classroom.
The school is currently working to develop a clearer view of young people’s progress
from S1 to S3, across all curriculum areas, including their progress in literacy and
numeracy. From S4 to S6, the attainment of those leaving school, including in literacy
and numeracy, is comparable to other young people with similar needs and
backgrounds from across Scotland. Most young people in S4 performed well in the
new qualifications in summer 2014. The school has improved results at this stage
over the past two years. Most young people are successful in moving on to
employment, training or further learning when leaving school. In recent year’s
increasing numbers are entering higher education and employment.
How well does the school support young people to develop and learn?
Within Stirling High School’s inclusive learning environment, young people are
supported well to develop and learn. Most young people feel safe and cared for in
school. Staff have a good knowledge of the needs of learners and use a range of
strategies to support young people in lessons. Staff should continue to work together
to develop approaches to improve the level of challenge further for young people.
Arrangements to identify additional support needs ensure young people receive
appropriate support to make progress in their learning. Support for learning and pupil
support staff work well with a range of partners to respond to the needs of young
people. Young people would benefit from more frequent opportunities to discuss their
learning and progress with an adult that knows them well.
Staff are making progress in reviewing and improving the curriculum to reflect the
principles of Curriculum for Excellence. The school works well with local primary
schools through the Step up to Stirling programme to help young people make a
successful transition to secondary school. The curriculum is enhanced by partnership
working, including with businesses, which support young people in developing their
enterprising skills. The S1 to S3 curriculum is designed to provide a broad general
education and develop skills for learning, life and work. The school should continue to
review the learning opportunities at these stages to ensure all young people progress
as well as possible. This should include reviewing the S3 experience to ensure that it
provides opportunities for deeper learning and more specialisation. The current
curriculum in S5 and S6 provides young people with a wide range of opportunities for
2
153
developing their skills and gaining appropriate qualifications. The school offers a good
choice of courses which lead to qualifications at Advanced Higher.
How well does the school improve the quality of its work?
Staff use a range of approaches to evaluate the quality of their work. They have a
strong commitment to improving outcomes for young people. The school has a
calendar detailing a good variety of monitoring activities. This allows evidence to be
gathered to inform improvement planning. The school should continue to develop
approaches to assessment, tracking and monitoring of progress of learners during S1
to S3 to inform improvements. The views of young people are gathered, for example
through focus groups, although some are not yet confident they have a say in making
the way they learn in school better. The views of staff and parents are sought through
questionnaires and surveys. Teachers’ continuing professional learning is having a
positive impact on supporting improvements to learning and teaching. Staff willingly
take on leadership roles to take forward aspects of the school’s work. The
headteacher is well respected by staff, young people and parents. Along with the
depute heads, she enables staff to work well together and to lead on school
improvements. The school now needs to ensure that the work taken forward in the
improvement plan is more regularly reviewed and has a clearer focus on improving
outcomes for young people.
This inspection found the following key strengths.
п‚·
п‚·
п‚·
The ethos of the school as an inclusive community with supportive relationships.
Young people with positive attitudes to learning who show respect for others.
Staff working together and taking on leadership roles with a strong commitment to
school improvement.
We discussed with staff and Stirling Council how they might continue to improve the
school. This is what we agreed with them.
п‚·
п‚·
п‚·
Continue to review and improve the curriculum to ensure all young people can
achieve as highly as possible.
Strengthen self-evaluation to focus on improvements which will have the greatest
impact on improving outcomes for young people.
Continue the work on the monitoring and tracking of young people’s progress,
including further involving young people in dialogue about their progress.
What happens at the end of the inspection?
We are satisfied with the overall quality of provision. We are confident that the
school’s self-evaluation processes are leading to improvements. As a result, we will
make no further visits in connection with this inspection. As part of its arrangements
for reporting to parents on the quality of education, Stirling Council will inform parents
about the school’s progress.
Carol McDonald
HM Inspector
3
154
Additional inspection evidence, such as details of the quality indicator evaluations, for
your school can be found on the Education Scotland website at
http://www.educationscotland.gov.uk/inspectionandreview/reports/school/primsec/Stirli
ngHighSchoolStirling.asp
If you would like to receive this letter in a different format, for example, in a translation
please contact the administration team on the above telephone number.
If you want to give us feedback or make a complaint about our work, please contact us
by telephone on 0141 282 5000, or e-mail: [email protected]
or write to us addressing your letter to the Complaints Manager, Denholm House,
Almondvale Business Park, Livingston EH54 6GA.
4
155
Quality indicators help schools, education authorities and inspectors to judge what is
good and what needs to be improved in the work of the school. You can find these
quality indicators in the publication How good is our school?1. Following the inspection
of each school, the Scottish Government gathers evaluations of three important quality
indicators to keep track of how well all Scottish schools are doing.
Here are the evaluations for Stirling High School.
Improvements in performance
Learners’ experiences
Meeting learning needs
good
good
good
We also evaluated the following aspects of the work of the school.
The curriculum
Improvement through self-evaluation
satisfactory
good
A copy of the full letter is available on the Education Scotland website at
http://www.educationscotland.gov.uk/inspectionandreview/reports/school/primsec/Sti
rlingHighSchoolStirling.asp
1
How good is our school? The Journey to Excellence: part 3, HM Inspectorate of Education, 2007,
http://www.educationscotland.gov.uk/Images/HowgoodisourschoolJtEpart3_tcm4-684258.pdf. Please
note that the term “adequate” in the document has been replaced with “satisfactory”.
Education Scotland
st
1 Floor, Endeavour House
1 Greenmarket
Dundee
DD1 4QB
T
01382 576700
F
01382 576701
E [email protected]
Textphone 01506 600236
This is a service for deaf users. Please do not
use this number for voice calls as this will not
connect.
www.educationscotland.gov.uk
Transforming lives through learning
156
157
Parent Questionnaire Summary
Centre Name
SEED Number
Quest. Issued
Quest. Input
Response Rate
Q13
20%
40%
60%
80%
100%
School
National
School
National
School
National
School
National
School
National
School
National
Percentage %
National
School
National
School
National
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
Not Answered
Disagree &
Strongly
Disagree
School
Strongly
Agree &
Agree
School
National
Not
Answered
National
The school helps my child to be more confident.
My child enjoys learning at school.
My child’s learning is progressing well.
My child is encouraged and stretched to work to the best of their ability.
The school keeps me well informed about my child’s progress.
My child feels safe at school.
My child is treated fairly at school.
I feel staff really know my child as an individual and support them well.
My child benefits from school clubs and activities provided outside the classroom.
The school asks for my views.
The school takes my views into account.
The school is well led.
Overall, I am happy with the school.
Don’t Know
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Q11
Q12
Q13
School
Strongly
Disagree
School
National
Disagree
National
Agree
School
Strongly
Agree
Q12
Q11
Q10
Q9
Q8
Q7
Q6
Q5
Q4
Q3
Q2
Q1
0%
Stirling High School
5726239
250
120
48%
24%
28%
29%
33%
20%
44%
38%
27%
25%
12%
14%
32%
37%
57%
62%
51%
37%
48%
53%
53%
41%
44%
48%
33%
44%
48%
8%
8%
10%
14%
17%
2%
2%
13%
19%
23%
23%
7%
12%
1%
0%
1%
3%
3%
1%
1%
1%
1%
3%
4%
1%
0%
10%
1%
9%
13%
11%
1%
5%
17%
8%
15%
25%
15%
3%
1%
1%
0%
0%
2%
0%
1%
2%
3%
0%
2%
2%
2%
81%
90%
80%
70%
68%
97%
92%
68%
69%
60%
47%
76%
84%
8%
8%
11%
18%
20%
3%
3%
14%
20%
25%
27%
8%
12%
158
Pupil Questionnaire Summary
Centre Name
SEED Number
Quest. Issued
Quest. Input
Response Rate
20%
40%
60%
80%
100%
School
National
School
National
School
National
School
National
School
National
School
National
School
National
School
National
Q15
National
Q16
National
Q17
National
Q18
National
National
School
School
School
School
School
School
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
Not Answered
Disagree &
Strongly
Disagree
Q14
National
School
Strongly
Agree &
Agree
Q13
National
School
Not
Answered
Q12
National
Don’t Know
Q11
National
The school is helping me to become more confident.
I enjoy learning at school.
I am getting along well with my school work.
Staff encourage me to do the best I can.
Staff talk to me regularly about how to improve my learning.
I get help when I need it.
Staff listen to me and pay attention to what I say.
I have a say in making the way we learn in school better.
Staff expect me to take responsibility for my own work in class.
Staff and pupils treat me fairly and with respect.
I feel safe and cared for in school.
I have adults in school I can speak to if I am upset or worried about something.
I find it easy to talk to staff and they set a good example.
Staff make sure that pupils behave well.
Staff are good at dealing with bullying behaviour.
The pupil council is good at getting improvements made in the school.
The school encourages me to make healthy-food choices.
I take part in out-of-class activities and school clubs.
I know what out-of-school activities and youth groups are available in my local area.
Strongly
Disagree
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Q11
Q12
Q13
Q14
Q15
Q16
Q17
Q18
Q19
School
Disagree
School
National
Agree
National
Strongly
Agree
Percentage %
School
Q19
Q10
Q9
Q8
Q7
Q6
Q5
Q4
Q3
Q2
Q1
0%
Stirling High School
5726239
250
250
100%
20%
19%
28%
35%
14%
40%
29%
8%
44%
30%
31%
41%
24%
27%
16%
11%
15%
34%
35%
65%
65%
62%
54%
50%
48%
58%
39%
50%
59%
55%
40%
62%
57%
44%
38%
44%
24%
44%
8%
8%
4%
6%
22%
6%
8%
28%
1%
6%
5%
7%
6%
9%
16%
22%
22%
27%
11%
0%
2%
0%
0%
4%
2%
1%
6%
0%
2%
2%
0%
1%
2%
4%
5%
5%
10%
3%
6%
5%
4%
4%
8%
5%
4%
18%
3%
3%
6%
11%
6%
6%
16%
21%
11%
2%
4%
0%
0%
2%
0%
1%
1%
0%
1%
1%
1%
1%
0%
0%
0%
4%
3%
4%
3%
3%
85%
84%
90%
89%
65%
87%
87%
47%
95%
89%
86%
81%
86%
84%
61%
49%
59%
57%
78%
8%
10%
4%
6%
26%
7%
9%
34%
1%
8%
7%
7%
7%
10%
20%
27%
26%
38%
14%
159
Teacher Questionnaire Summary
20%
40%
60%
80%
100%
School
National
School
National
School
National
School
National
School
National
School
National
School
National
School
National
School
National
School
National
School
National
School
National
School
National
School
National
School
National
School
National
School
National
School
National
School
National
School
National
working groups.
Strongly Disagree
Don’t Know
Not Answered
DISCLOSURE CONTROL APPLIED
Disagree &
Strongly
Disagree
Disagree
Strongly
Agree &
Agree
Agree
Not
Answered
Strongly Agree
Q16
Q17
Q18
Q19
Q20
Don’t Know
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Q11
Q12
Q13
Q14
Q15
Staff regularly discuss how to improve achievement for all pupils at both stage and wholeschool level.
All pupils are given activities which meet their learning needs.
Pupils are involved in setting learning targets.
Pupils are provided with regular feedback on what they need to do to improve.
Pupils are provided with opportunities to evaluate their own work and that of others.
Staff regularly ask for pupils’ views on how their learning experiences could be improved.
Pupils take an active part in their learning.
Staff treat all pupils equally.
Staff and pupils respect each other.
The pupils are well behaved.
Support for pupils with additional support needs is effective.
Parents are fully involved in the school and their children’s learning.
I have been actively involved in developing the school’s vision and values.
I am actively involved in setting priorities to improve the school.
I have regular opportunities to help shape the curriculum by having staff discussions and
working groups.
I am aware of the school’s procedures for protecting children.
Leadership at all levels is effective.
Staff communicate effectively with each other.
I have good opportunities to take part in continuing professional development.
Staff across the school share good practice.
Strongly
Disagree
Q1
Disagree
Percentage %
Agree
Q20 Q19 Q18 Q17 Q16 Q15 Q14 Q13 Q12 Q11 Q10
Q9
Q8
Q7
Q6
Q5
Q4
Q3
Q2
Q1
0%
Stirling High School
5726239
79
70
89%
Strongly
Agree
Centre Name
SEED Number
Quest. Issued
Quest. Input
Response Rate
50%
49%
0%
0%
1%
0%
99%
0%
27%
14%
50%
39%
13%
40%
51%
39%
23%
29%
13%
33%
30%
51%
61%
71%
49%
59%
69%
53%
36%
53%
74%
54%
61%
44%
50%
46%
10%
11%
0%
1%
13%
4%
6%
4%
1%
10%
4%
17%
13%
0%
0%
0%
0%
0%
0%
0%
3%
0%
0%
1%
0%
0%
1%
0%
0%
3%
1%
1%
4%
0%
3%
3%
1%
6%
20%
6%
4%
3%
1%
0%
0%
0%
1%
3%
1%
1%
0%
0%
1%
0%
1%
0%
89%
86%
99%
97%
81%
93%
87%
91%
97%
83%
74%
77%
80%
97%
10%
11%
0%
1%
13%
4%
9%
4%
1%
11%
4%
17%
14%
0%
79%
29%
39%
56%
43%
21%
46%
50%
31%
49%
0%
20%
10%
9%
6%
0%
3%
0%
1%
0%
0%
3%
1%
1%
3%
0%
0%
0%
1%
0%
100%
74%
89%
87%
91%
0%
23%
10%
10%
6%
160
Non-Teaching Questionnaire Summary
Centre Name
SEED Number
Quest. Issued
Quest. Input
Response Rate
20%
40%
60%
80%
100%
School
National
School
National
School
National
School
National
School
National
School
National
School
Disagree
Strongly
Disagree
Don’t Know
Not
Answered
Strongly
Agree &
Agree
Disagree &
Strongly
Disagree
School
Agree
Percentage %
National
Strongly
Agree
Q12
Q11
Q10
Q9
Q8
Q7
Q6
Q5
Q4
Q3
Q2
Q1
0%
Stirling High School
5726239
35
25
71%
28%
4%
0%
4%
4%
8%
8%
12%
8%
36%
8%
8%
64%
60%
76%
36%
56%
60%
60%
68%
40%
60%
56%
68%
4%
24%
24%
40%
24%
16%
16%
8%
8%
0%
20%
16%
0%
0%
0%
8%
4%
4%
4%
0%
0%
0%
0%
4%
4%
12%
0%
8%
8%
12%
12%
12%
44%
4%
12%
4%
0%
0%
0%
4%
4%
0%
0%
0%
0%
0%
4%
0%
92%
64%
76%
40%
60%
68%
68%
80%
48%
96%
64%
76%
4%
24%
24%
48%
28%
20%
20%
8%
8%
0%
20%
20%
National
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Q11
Q12
School
National
School
National
School
National
School
National
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
Not Answered
I have access to the information I need to carry out my work.
All staff and pupils respect each other.
Pupils are well behaved.
I am involved in staff discussions about how to achieve school priorities.
I have good opportunities to be involved in making decisions.
Staff communicate effectively with each other.
Staff treat all pupils equally.
Support for pupils with additional support needs is effective.
Parents are fully involved in the school and their children’s learning.
I am aware of the school’s procedures for protecting children.
Leadership at all levels is effective.
I have good opportunities to take part in training activities.
DISCLOSURE CONTROL APPLIED
161
STIRLING COUNCIL
THIS REPORT RELATES
TO ITEM 17
ON THE AGENDA
EDUCATION COMMITTEE
CHILDREN, YOUNG PEOPLE
AND EDUCATION
8 JANUARY 2015
NOT EXEMPT
INSPECTION OF THE LEARNING COMMUNITY SURROUNDING STIRLING HIGH SCHOOL:
PUBLICATION OF EDUCATION SCOTLAND’S REPORT
1
SUMMARY
1.1
2
The purpose of this paper is to report to the Committee the outcome of the
recently published report by Education Scotland on their inspection of the
Learning Community surrounding Stirling High School.
OFFICER RECOMMENDATIONS
The Education Committee agrees to:
2.1
3
consider the outcome of the inspection and make comment on the key findings
identified in the published inspection report which is attached as an Appendix.
CONSIDERATIONS
3.1
Each year, Education Scotland inspects and reports on the quality of community
learning and development being delivered by local authority and partners in a
sample of learning communities, identified by the secondary school catchment
area. The learning community surrounding Stirling High School was inspected in
the week beginning 29 September 2014. The inspection report was published on
2 December 2014.
3.2
Learning Community inspection exercises have a major focus on how well local
people of all ages are learning and achieving and how well communities are
being supported to develop.
3.3
The inspection team evaluates the learning community partner’s capacity to
improve and seeks answers to the following questions:
•
How well are partners improving learning, increasing life chances, promoting
and securing wellbeing?
•
How well are partners working together and improving the quality of services
and provision?
162
3.4
Inspectors use four quality indicators, taken from the National Framework, �How
good is our community learning and development? 2’ (2006) to evaluate specific
aspects of learning community provision and to answer the two key questions.
1.1
Improvements in performance
2.1
Impact on participants
4.1
Impact on the local community
5.1
Improving services
3.5
The inspection report was published on 2 December 2014 (Appendix 1). The
report comments on the two key questions and identifies key strengths and areas
for improvement.
3.6
The inspection report on the learning community identified the following key
strengths
3.7
3.8
•
Effective engagement with learners, including those at risk of exclusion.
•
Skilled, enthusiastic volunteers and community organisations improving their
community.
•
Partnerships committed to improving outcomes.
The following areas for improvement were agreed in discussion with the
headteacher and the education authority:
•
Undertake joint analysis of performance data to develop a clear picture of the
learning community and inform the setting of shared priorities.
•
Develop a coordinated approach to self-evaluation to collectively plan for
improvement.
•
Consistent setting of and monitoring against shared targets.
Responding to the inspection and building capacity for improvement
Following the inspection, Education Scotland is confident that the partner’s selfevaluation processes are leading to improvements. As a result, Education
Scotland will make no further visits in connection with this inspection. The
authority will continue to support the learning community partners in their plans
for continuous improvement.
163
4
POLICY/RESOURCE IMPLICATIONS AND CONSULTATIONS
Policy Implication
Equality Impact Assessment
Strategic Environmental Assessment
Single Outcome Agreement
Diversity (age, disability, gender, race, religion, sexual) orientation)
Sustainability (community, economic, environmental)
Effect on Council’s green house gas emissions
Strategic/Service Plan
Existing Policy or Strategy
Risk
Resource Implications
Financial
People
Land and Property or IT Systems
Consultations
Internal or External Consultations
No
No
Yes
No
No
No Effect
Yes
Yes
No
No
No
No
No
Equality Impact Assessment
4.1
This report was considered under the Council’s Equalities impact assessment
and was assessed as having no impact.
Strategic Environmental Assessment
4.2
This report was assessed under the Council’s Strategic Environment impact
assessment and was assessed as having no impact.
Single Outcome Agreement
4.3
Adopting the recommendation within this report supports the Single Outcome
Agreement. The proposal supports the objectives of Strategic Topics 5.1.2 –
Improved support for disadvantaged and vulnerable families and individuals and
5.1.6 – Improved opportunities for learning, training and work.
Other Policy Implications
4.4
Following consideration of the policy implications of this report no relevant issues
have been identified.
Resource Implications
4.5
This report has no resource implications for the Service.
Consultations
4.6
N/A.
164
Tick ( )
to confirm
The appropriate Convener(s), Vice-Convener(s), Portfolio Holder and AB
Depute Portfolio Holder have been consulted on this report
The Chief Executive has been consulted on this report
N/A
5
BACKGROUND PAPERS
5.1
6
N/A.
APPENDICES
6.1
Appendix 1 – Education Scotland Inspection Report – The Learning Community
Surrounding Stirling High School.
6.2
Appendix 2 – Education Scotland Quality Indicators – The Learning Community
Surrounding Stirling High School.
Author(s)
Name
Designation
Telephone Number/E-mail
William Miller
Service Manager
01786 233595
[email protected]
Approved by
Name
Designation
David Leng
Director of Children, Young
People and Education
Date
16 December 2014
Signature
Service
Reference
165
Inspection of the learning community
surrounding Stirling High School
Stirling Council
2 December 2014
Transforming lives through learning
166
1. Context
Community learning and development (CLD) partners within the area of Stirling High
School were inspected by Education Scotland from 29 September to
3 October 2014. During the visit Education Scotland staff talked to children, young
people and adults. We worked closely with local CLD managers, CLD providers,
partners, paid staff and volunteers. We wanted to find out how well partners are
improving the life chances of people living in the community through learning,
building stronger more resilient communities and improving the quality of services
and provision. We also looked at how well paid staff and volunteers are developing
their own practices and how well partners, including schools are working together.
We looked at some particular aspects of recent work which were identified by
partners including:
п‚·
п‚·
п‚·
Early Intervention and prevention as a key area of focus for partners.
Strong sustainable partnerships to enhance service delivery within the learning
community.
Developing a local CLD partnership action plan in line with the strategic
guidance and the new regulations
2. How well are partners improving learning, increasing life chances,
promoting and securing wellbeing?
Partners, including community volunteers and organisations, deliver a wide range of
high quality learning opportunities in the learning community. Services and
community organisations are committed to improving provision. Nearly all learners
are positive about their learning experiences and have better life chances and
wellbeing as a result of participation. Where trends are known they show an
improving picture of participation and progression by learners of all ages. Children’s
learning is effectively enhanced through community activities which work in harmony
with their study at primary school. At the �Skoolz Out’ project children are increasing
their awareness of the environment, safety and their rights and responsibilities. They
now use this knowledge effectively at school. Children engaged in the community
run �Homework Club’ are learning more effectively as a result of partners, including
the primary school, planning together to ensure a consistent approach to homework
and behaviour.
There is a strong culture of young people and adult learners progressing onto
volunteering to help others participate in learning. Young learners at Peers as
Learners (PALS) deliver learning sessions to other young people on a wide range of
social and health related issues including alcohol awareness, mental health and
anti- sectarianism. Increasing numbers of young people achieve positive
destinations on leaving school. Partners are at the early stages of increasing
support to young people at risk of a negative destination through planned
programmes. Young people participating in the Employability �Get into Construction’
course both achieve and progress in their learning. They are aware of their learning
journey, recognise their achievements and understand the progression routes they
need take to achieve their goals. Families and parents, including those who do not
usually engage with services, are being very effectively supported through well
1
167
planned and developed programmes run by partners including community
organisations. Adults who completed the Thrive parent programme found it to be life
changing. All participants now volunteer in their communities and are confident to
engage with services and explore options including employment and further
education. Adult learners develop skills, confidence and capacity to engage in
community life through participation in literacies, English for speakers of other
languages (ESOL) and community based adult learning programmes. Adult learners
with additional support needs are more independent as a result of taking part in the
�Have Your Say’ group. Almost all adult learners who participate in the �Foot in the
door’ creative writing programme gain confidence, learn new skills and experience
positive impacts in their personal and wider family life.
Community organisations and volunteers greatly enhance the learning offer in the
community. Volunteers are enthusiastic, committed and skilled. Volunteers are
valued by partners and receive good levels of support from services and each other.
The Adult Learning Team sustain a high level of good quality support to volunteers
through following the national Investing in Volunteers scheme. Community
organisations work very effectively with services to develop provision which meets
identified needs in their community. Volunteer run centres, such as Hillview
Community Centre, are increasing the range of social facilities and educational
opportunities local people have access to. Local community organisations are
increasing community spirit and safety. Community organisations are improving the
local environment. Friends of Kings Park work with young people, Stirling Council
and the local community council to attract substantial funding to update the busy
skatepark. Some community organisations and activists are influential in ensuring
services meet changing local needs. The highly effective, volunteer run Cultenhove
Opportunities (COP) works with Forth Housing Association to ensure that new
housing matches the needs and aspirations of the community. COP works well with
partners to deliver digital inclusion for those affected by welfare reform and provide
support to families facing educational, social and economic challenges. Community
councils are active in each area of the learning community and are well supported to
engage in community planning discussions. Community organisations, often
working alongside statutory services, use a range of tools including newsletters,
consultations and social media to ensure community members are well informed and
consulted about activities and changes in their area.
The community would benefit from increased numbers of young people and a wider
cross section of adults being empowered to be influential in local decision making
and engage in community planning decisions. There is scope to significantly
increase the numbers of learners of all ages gaining recognition of their
achievements through awards and qualifications. All partners in the community
should ensure that young people build their skills for learning, life and work. Whilst
many partners gather performance data about their individual services there is no
collective sharing and analysis of information. This would enable partners to develop
a collective picture of the community and jointly set and respond to priorities.
Developing shared targets and measuring progress against these would better
enable partners to more efficiently use resources to improve outcomes.
2
168
3. How well are partners working together and improving the quality of
services and provision?
Partners are beginning to work together well to improve the quality of services and
provision in the community. Whilst at the early stages, vulnerable groups and
individuals at risk of exclusion benefit from effective thematic partnership
arrangements within the learning community. Cultenhove Public Social Partnership
Family Support Project, a partnership of services and community organisations,
supports vulnerable families informed by Getting It Right For Every Child (GIRFEC),
culture and practice. This new project works intensively with small numbers of
families in the learning community and is already improving communication and trust
between families and statutory services. Strategic partnerships are progressing
towards effective arrangements for jointly planning, evaluating and implementing
improvements as equal partners. This work links to Single Outcome Agreement
priorities at a Stirling level. In some cases this is directly feeding through to work at
learning community level. The multi-agency Youth Services Housing Support
Service is successfully reducing the number of evictions with young tenants and
improving young people’s access to a wide range of services. There is strong
partnership working around the digital inclusion and welfare reform agenda which is
beginning to improve adults’ life chances. Partners in the learning community have
effective arrangements for joint working to improve digital inclusion including
combining the IT and literacy support in the same location and bringing a health and
wellbeing theme into the �Switched On’ initiative. Local partnerships are delivering
well planned initiatives such as Thrive and the Homework Club
In a few cases partnerships use shared planning and evaluation to improve
outcomes. Partners, including the Adult Learning team and Forth Valley College,
undertake shared planning, evaluation and peer reviews to provide comprehensive
ESOL learning across the Stirling area including the learning community. The
majority of partners evaluate their work and gather feedback from stakeholders to
inform future planning. Barnardo’s research with young people in S1/S2 on health
knowledge and misconceptions is being used to inform a new P7 to S1 transition
programme. The majority of staff and volunteers access good quality professional
development opportunities. Thematic multi agency training on topics such as
housing and child protection impacts positively on practice. Almost all CLD Service
staff have improved capacity to understand and respond to changing needs through
participation in professional learning. There is further potential for partners to
increase the benefits of workforce development through taking a joint approach to
delivery.
However, there is further work for partners to do. Undertaking systematic, shared
self-evaluation across partners would build capacity to improve learning outcomes
for all learners. There is a need to gather and share evidence of progress to support
joint planning of sustainable programmes that will meet local needs. To avoid
duplication and make best use of resources, there is the potential to further develop
partnership networks across the learning community. This would support
organisations to access information. There is further potential to develop shared
tracking of learners. This will support partners to increase the quality of the learning
across providers.
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169
This inspection of learning and development in the learning community surrounding
Stirling High School found the following key strengths.
п‚·
п‚·
п‚·
Effective engagement with learners including those at risk of exclusion.
Skilled, enthusiastic volunteers and community organisations improving their
community.
Partnerships committed to improving outcomes.
We discussed with partners how they might continue to improve their work. This is
what we agreed with them.
п‚·
п‚·
п‚·
Undertake joint analysis of performance data to develop a clear picture of the
learning community and inform the setting of shared priorities.
Develop a coordinated approach to self-evaluation to collectively plan for
improvement.
Consistent setting of and monitoring against shared targets.
4. What happens at the end of the inspection?
There are some improvements needed, but because partners have a good
understanding of their strengths and areas for improvement, and communities are
achieving well, we have ended the inspection process at this stage. We will monitor
progress through our regular contact with the local authority. Our Area Lead Officer
along with the education authority will discuss the most appropriate support in order
to build capacity for improvement and will maintain contact to monitor progress.
Alona Murray
HM Inspector
2 December 2014
4
170
Additional inspection evidence, such as details of the quality indicator evaluations,
for this learning community can be found on the Education Scotland website at
http://www.educationscotland.gov.uk/inspectionandreview/reports/othersectors/com
munitylearninganddevelopment/StirlingHighSchoolLC.asp .
If you would like to receive this report in a different format, for example, in a
translation you can contact the administration team on 01506 600381.
If you want to give us feedback or make a complaint about our work, please contact
us by telephone on 0141 282 5000, or e-mail:
[email protected] or write to us, addressing your letter to
The Complaints Manager, Denholm House, Almondvale Business Park, Livingston,
EH54 6GA.
Text phone users can contact us on 01506 600 236. This is a service for deaf users.
Please do not use this number for voice calls as the line will not connect you to a
member of staff.
Crown Copyright 2014.
Education Scotland
5
171
Appendix 2
Quality indicators help CLD providers, partners and inspectors to judge what is good
and what needs to be improved in the learning community. You can find these
quality indicators in the publication How Good is Our Community Learning and
Development?2 (HGIOCLD?2). These were revised and updated in 2012. Updated
versions can be found at
http://www.educationscotland.gov.uk/inspectionandreview/about/cldinspections/guid
ance.asp
Education Scotland evaluates four important quality indicators to help monitor the
quality of learning communities across Scotland. Here are the results for the
learning community surrounding Stirling High School.
Improvements in performance
Impact on participants
Impact on the local community
Improving services
satisfactory
very good
very good
good
This report uses the following word scale to make clear judgments made by
inspectors.
excellent
very good
good
satisfactory
weak
unsatisfactory
outstanding, sector leading
major strengths
important strengths with some areas for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
A copy of the full report is available on the Education Scotland website
www.educationscotland.gov.uk.
Alona Murray
HM Inspector
2 December 2014
Education Scotland
Denholm House
Almondvale Business Park
Almondvale Way
Livingston
EH54 6GA
T
F
01506 600 381
01506 600 337
Textphone 01506 600236
This is a service for deaf users. Please do not
use this number for voice calls as this will not
connect.
www.educationscotland.gov.uk
Transforming lives through learning
172

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