educ 141204_page - Public Places

Transcription

East Dunbartonshire Council
A meeting of the Education and Cultural Services Committee of East Dunbartonshire Council will be
held within the Large Scott Room, Kilmardinny Arts Centre, 50 Kilmardinny Avenue, Bearsden on
Tuesday, 14 December 2004 at 5.30 pm to consider the undernoted business.
(Sgd) VALERIE WATTS
Strategic Director (Corporate Services)
Tom Johnstoii House
Civic Way
KIRKINTILLOCH
Glasgow G66 4TJ
Tel:
0141 578 8000
Date:
9 December 2004
AGENDA
1.
2.
3.
,
*.I..
Sederunt and Apologies.
Signature of Minute o f meeting of the Education and Cultural Services
Committee of 2 November 2004.
Any other business the Convener decides is urgent.
8062
4
8709
5
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0
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8739
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8709
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Minute of Meeting of the Education Appeals Board of
25 November 2004. (Copy herewith).
Items for Information - Report by Acting Strategic
Director (community). (Copy herewith).
Policy Statement and Guidance on Personal and Social
Development in East Dunbartonshire Schools - Report
by Acting Strategic Director (Community). (Copy
herewith).
Follow-through Inspection by HM Inspectorate of
Education: Douglas Academy, Milngavie - Report by
Acting Strategic Director (Community). (Copy
herewith).
a
(Scotland) Act 2004 - Report by Acting Strategic
Director (Community). (Copy herewith).
P.T.O.
1-3
j
4-16
[
17 - 35
:
36 - 45
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Contact No.
Description
\ .....
8717
j .....
8207
10
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8717
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Community Directorate Education and Social Inclusion
and Community Development Capital Budget Progress Report - Report by Acting Strategic Director
(Community). (COpy herewith).
Revenue Monitoring 2004105 - Joint Report by
Strategic Director (Corporate Services) and Acting
Strategic Director (Community). (Copy herewith).
Improved Funding for Schools - Project Update Report by Acting Strategic Director (Community).
(Copy herewith).
Standardisation of School Holidays - CoSLA Petition
submitted to the Scottish Executive - Report by Acting
Interim Promoted Post Structures 2003/04, Relaxation
of Ring-fenced Advertising Arrangements - Report by
Acting Strategic Director (Community). (Copy
herewith}.
Procedure Manual 2/05 - Scheme of Promotion for
Teachers to Posts of Responsibility in Primary Schools
Structure of Promoted Posts - Report by Acting
Service Plan Performance Review Update - Report by
Acting Strategic Director (Community). (Copy Report
herewitWService Plan issued under separate cover).
Stock Collection Policy - Report by Acting Strategic
Director (Community). (Copy herewith).
A Report of an Integrated Inspection by the Care
Commission and HM Inspectorate o f Education in
relation to Meiklehill Nursery School, Kirkintilloch Report by Acting Strategic Director (Community).
(Copy herewith).
A Report of an Integrated Inspection by the Care
Commission and HM Inspectorate of Education in
Relation to Westerton Pre-School and Playgroup,
Bearsden - Report by Acting Strategic Director
(Community}. (Copy herewith}.
A Report o f an Integrated Inspection by the Care
Commission and HM Inspectorate of Education in
Relation to Kilinardinny Nursery, Milngavie - Report
by Acting Strategic Director (Community). (Copy
herewith).
12
13
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8708
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P.T.O.
PageNo.
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52-57
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58-79
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80-84
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85-93
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102
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103-140
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141-151
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152-163
164-174
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Contact No.
Item
Description
Page No.
A Report by the Care Commission on the Standard
Inspections of:
175 - 184
NO.
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8708
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Lennoxtown Primary Nursery Class;
Campsie View School Nursery Class;
Craighead Primary Nursery Class;
Baldernock Playgroup;
Lenzie on Moncrieff Playgroup;
Torrance Primary Nursery Class;
Gartconner Primary Nursery Class; and
Hillhead Nursery Class
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8708
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8739
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,
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Report by Acting Strategic Director (Community).
(Copy herewith).
Post of Information Assistant - Report by Acting
5-14 Health Education: Guidelines for a Curriculum
Framework - Report by Acting Strategic Director
(Community). (Copy herewith).
185 - 189
190-293 i
Agenda Item 4
Minute of meeting of the Education Appeals Board of East Dunbartonshire Council
held within the Council Chambers, Tom Johnston House, Civic Way, Kirkmtilloch on
Thursday, 25 November 2004.
Provost
STEEL
Councillors
GOTTS, HANNAH, MACDONALD,
McNAUGHTON and O’DONNELL
In Attendance:
P. Doherty
J. Gibson
P. Kelly
Committee Administration Officer
Head of Human Resources
Acting Legal Manager
Also in Attendance:
A. Beveridge
D. Anderson
Human Resources Adviser
Head of Social Inclusion and Community
Development
HR Operations Manager Social Work
Present:
L. Black
F. Healy
G. Smith
I
EIS
Head of Performance and Development
CouncilIor McNaughton (Convener) presiding
APOLOGIES FOR ABSENCE
Apologies for absence were intimated on behalf of Councillors Hendry and Kennedy.
EXCLUSION OF THE PUBLIC
The Board resolved that under Section 50A(4) of the Local Government (Scotland) Act
1973, as amended, the press and public be excluded from the meeting for the following
items of business on the grounds that they may involve the likely disclosure of exempt
information as defined in Paragraphs 1 and 1lof Part 1 of Schedule 7(A) of the Act.
1.
APPLICATIONS FOR EARLY RETIRAL
There was submitted Report CTY/257/04/GS by the Acting Strategic Director
(Community), copies of which had previously been circulated, seeking agreement to
authorise the early retirement of the teachers detailed within Appendix 1 of the Report.
Full details were contained within the Report and also appended were details of the
specific circumstances of each teacher (Appendix 2) and the Financial Implications
(Appendix 3 ) .
The Head of Performance and Development was heard in further explanation of the
Report and in response to Members’ questions. At the conclusion of which, the Head
of Performance and Development and HR Advisor (Community) withdrew from the
meeting.
In private, the Board considered the Report and, on reconvening, in the presence of the
Head of Performance and Development and HR Advisor (Community), agreed the
recommendations of the Report, as follows:
Page 1
EDUCATION APPEALS BOARD,
THURSDAY, 25 NOVEMBER 2004
a)
that the three members of teaching staff should be permitted to retire with
effect from the dates indicated and with the enhanced retiral package offered
to teachers earlier this year, as detailed within Appendix 1 of the Report; and
b)
to remit the financial implications of the Report to the Policy and Resources
Committee for information.
The Board further requested that the Head of Performance and Development adhere to
the undernoted recommendations:
1)
that Independent Medical Examinations be carried out for every employee
seeking RI Health Retiral, with the Independent Medical Report being included
within the papers for the Board; and
ii)
that the Head of Performance and Development, in consultation with the
relevant Trade Unions, establish Capability Procedures with regard to
determination o f the ability of the individual to continue with their
employment.
Furthermore, and at the request of the Board, it was agreed that the Convener write to
the Scottish Executive expressing concern at the refusal of the Pensions Agency to
grant applications of this nature.
SEDERUNT
At the conclusion of the above item the Head of Performance and Development and the
HR Advisor (Community) withdrew from the meeting.
REMARKS
Prior to consideration of Agenda Item 4 - Grievance Appeal - GRV/ED/02/01, Provost
Steel expressed concern regarding the presentation of the case to the Board and advised
that paperwork contained within the Agenda was incomplete. In the ensuing discussion
and having taken the advice of the Acting Legal Manager, the Convener intimated that,
prior to consideration of the Appeal, a Preliminary Hearing involving both parties
would be held to ascertain if all procedures had been adhered to.
SEDERUNT
Prior to consideration of the undernoted item, the Head of Social Inclusion &
Community Development, the Human Resources Advisor (Social Work), the Head of
Performance & Development, F. Healy (EIS) and the Appellant entered the meeting.
2.
GRIEVANCE APPEAL STAGE 4 - GRV/ED/02/01
PRELIMINARY HEARING
The Convener having welcomed the Appellant, his representative, F. Healy and the
Management representatives, introduced them to the Members, advised both parties
that the Board, having expressed concerns and having sought legal advice, agreed to
conduct a Preliminary Hearing to establish if all stages of the grievance procedure had
been exhausted, prior to making a decision on whether or not to hear the Grievance.
Page 2
EDUCATION APPEALS BOARD,
THURSDAY,25 NOVEMBER 2004
The Convener then invited Mr Healy to present preliminary submissions on behalf o f
the Appellant, at the conclusion of which the management representative and
members of the Board were afforded the opportunity to ask questions. Thereafter,
tManagement preliminary submissions were presented by the Head o f Social
Inclusion and Community Development, and t h i s was followed by questions from Mr
Healy and members of the Board. In turn, both parties summed up their respective
preliminary submissions.
In private, the Board considered both preliminary submissions and, on reconvening,
in the presence of both parties, advised that the Stage 4 Grievance, as presented,
would not proceed. Both parties were instructed to return to a Stage 3 Hearing, as in
the opinion of the Board, the correct process had not been followed. Furthermore,
both parhes were to advise the Convener of the date of the Stage 3 Hearing by 3
December 2004.
Page 3
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AGENDA ITEM NO:
5
EDUCATION & CULTURAL SERVICES COMMITTEE ON: 14th
DECEMBER 2004
REPORT NO: CTY/279/04/JS
BY: ACTING STRATEGIC DIRECTOR
(COMMUNITY)
CONTACT OFFICER:
JOHN SIMMONS, HEAD OF EDUCATION
(TEL: 0141-578 8709)
SUBJECT:
ITEMS FOR INFORMATION
1.0
PURPOSE
The purpose of this report i s to provide members with vuious items for information.
2.0
SUMMARY
The report sets out details of matters which will be of interest to the Committee.
3.0
RECOMMENDATIONS
It i s recommended that the members of the Committee note the contents of this
report.
JOHN SIMMONS
Head of Education
Page 4
2
1.
Turnbull High School
0
Scottish Executive Recognition
Following discussion with the Scottish Executive Education Department (SEED) last
year, Turnball High has been invited to join a selected group of Scottish schools
through inclusion in a new national internet database of good practice. Their case
studies for submission to the database will be on their pupil consultation and focus
groups structure and their GO4IT scheme in S4 which has contributed to an ethos of
involvement within the school.
2.
Clober Primary School
0
Clober Primary School has been chosen by Scottish Water’s Katrine Water Project to
become involved with their 3 year programme to develop the new water works at
Mugdock. Primary 5 pupils are the lucky youngsters who will have the privilege of
seeing this project through from beginning to end. Already they have been on a site
visit to see the clearing of the site and the construction of the holding tanks.
0
The whole school took part in designing a safety poster after a visit by the contractor
to the school. Caitlin Bowles’ poster was chosen by the graphic artist and it will be
used throughout Scotland.
3.
Mosshead Primary School
e
Mosshead Primary has surpassed itself yet again in its efforts to support a variety of
charities.
Our most recent fundraising events have been as follows:
1. Beatson Institute for Cancer Research
€4,424.3 1
€315.50
2. Jeans for Genes Day
3. Support a Primary School in India
E375.00
4. Halloween Fun Afternoon-Beslan Appeal
€285.98
0
Gifts from the Harvest Festival were given to Senior Citizens and homeless in the
school’s area and to the Glasgow City Mission
e
Congratulations to pupils in Primary 3 for their efforts in assisting Strathclyde
University Faculty of Education in making a video about what motivated children in
the classroom.
0
Mosshead boys and girls relay team took part in the SSAA Primary Schools’ Road
Relay Championships at Grangemouth and four teams did exceedingly well.
4.
Holy Family Primary School
0
Thursday 7‘h October was Poetry Day and all the pupils of Holy Family Primary &
Nursery gathered in the gym hall to listen to the various poems. Every class from
Nursery up to P7 had chosen a poem to recite in front o f the whole school. Moira
CTY/279/04/JS
Page 5
3
Jamieson, Classroom Assistant and Jean Cameron, dinner lady, also took part reciting
their own specially written poems!
Boys and girls from the senior department participated in the Interhouse Swimming
Gala organised by Lenzie Academy at the Leisuredrome on Tuesday 12thOctober. As
overall winners they were delighted to receive the Primary trophy which will be
displayed in the school for the next year.
Staff from Scottish Power came into the school on Thursday 14” October to talk to
the children on the dangers of playing near power lines. Using models of electricity
pylons, they showed the children the dangers of flying kites, using fishing rods etc
near overhead power lines. This was a very informative day for the children.
Holy Family’s PTA has been very active this year raising over &8,600.Some of this
money is being used by the Primary 7 Enterprise team who are working with local
builder, Mr.Carruthers, to re-design the garden area to include a play area for the
younger children.
On Wednesday fjthNovember, the school choir took part in a charity concert
organised by the Kirkintilloch Male Voice Choir to raise funds for Childline. The
concert, held at St. Mary’s Parish Church, was a great success raising over 21,700.
A number of pupils from the school Chess Club took part in the Glasgow Junior
Chess Event in Glasgow on 7th November with excellent results. Liam Boyle won
Best Joint P6.
Angela Mudge, world champion hill runner in 2000, spent an afternoon (Monday 15*
November) with the school running club members. She gave the children advice on
training and tactics for races and examples of the types of food she eats leading up to
important races. She told them her running has taken her all over the world, including
Alaska, Italy and Australia where she received a huge cow bell instead of a medal!
The children listened very carefully and were very impresses with all the medals she
had on display.
Killermont Primary School
Killerinont Primary was assessed for a Green Flag ECO School Award on the 291h
October. The school was successful and are the 116thschool in Scotland to gain this
prestigious award. We11 done to the ECO Committee, Mr Nicholson the co-ordinator
and the whole school community.
The school’s fundraising efforts this term have included Harvest donations to EDC
Social Work department, a come as you please day for the Red Cross which raised
2293 and a “Conga” round the school for Children in Need which raised 2132.
P4/5 enjoyed a two day arts workshop which culminated in the production of a large
class book “Rats on a Magic Ship”. Thanks to the Cultural Co-ordinator, David
Young, for organising this excellent experience for the pupils.
All the classes are busy preparing for the school’s Christmas Fayre. This is one of the
school’s enterprise activities and all pupils are busy producing cards, calendars, tags
and lots o f other goodies for their class stalls.
Page 6
4
Religious Observance Working Group Minutes
Attached at Appendix 1, is a copy of the Religious Observance Working Group
Minutes of Monday 1lth October 2004. The Specific role of the group was two-fold:
to provide an initial response to the recommendations set down in the Scottish
Executive’s Religious Observance Review Group and to provide advice to the
authority on how to implement these recommendations.
Bearsden Academy
World Class
Fourth year pupil Michelle Bowman has been selected for the Scotland team at the
World Schools Ski Championships in Gallivare, Sweden in February 2005. Michelle
is in the first of two Scottish Girls’ teams, and has already represented her country at
international level.
Having won the British Regional Climbing Championships for her age group in
Sunderland, second year girl Natalie Berry has become the youngest ever member of
the British team and will compete in the World Junior Climbing Championships in
Beijing, China in 2005.
Another discipline, another world championship: Ivan Stokes of S5 has represented
Scotland in international chess competitions, and is now heading for Heraklion, Crete
to compete in the World Youth Chess Championships. Last year in Austria he did
well to finish 16’h,and as the Scottish number 2 at Under-17 he i s tipped for further
success next year.
Sum Success
A Bearsden Academy team came second in the national competition for senior pupils,
Mathematiques Sans Frontieres, aimed at encouraging pupils to work as a team in an
international dimension on a set of mathematical problems - including one in French.
The team were presented with their runners-up certificate at a ceremony in
Heriot- Watt University.
Plain Sailing
Following the double success in June of the school’s boy’s team in the Scottish
Schools Sailing Association Annual Regatta, it was the girls’ turn to shine in the
Scottish Inter-schools Sailing Championships at Bardowie. Amy Buchan (S 1) and
Lynn Crichton (S2) won the Ken Sykes Trophy, a first for Bearsden Academy.
Arkwright Scholarship
David Farrow (S5) was awarded an Arkwright Scholarship worth over Z500 at a
ceremony in the London headquarters of the Institute of Electrical Engineering, a
status that he will carry into university. Sponsored by the RAF, the award was made
for his outstanding work in Technological Studies, and it brings a similar sum of
money to the Design 2% Technolom deDartment in the school.
CTY/279/04/JS
Page 7
5
8.
Westerton Primary School
e
Scottish Ballet Workshop
The children of Primary 5 took part in a workshop based on The Nut Cracker with
Scottish Ballet. They were also fortunate enough to see the professionals in action at a
special performance of the ballet at the Theatre Royal.
e
After School Activities
A number of After School Clubs and activities are currently on offer to the children in
Primary 4 to Primary 7. The clubs are led by teachers or specialist coaches and
include football, dance, computing, running and craft.
e
McDonalds Football Skills Programme
Primary 5 children took part in a football skills training programme run by the SFA
and sponsored by McDonalds. Representatives from McDonalds visited the school to
see the children in action and were so impressed by their behaviour and attitude they
have donated a coaching kit to the school.
e
Visual Arts Project
Primary 4 recently participated in a Visual Arts workshop with the school’s cultural
Co-ordinators. After listening to a specially written poem called Rats on the Magic
Ship, they worked really hard to illustrate each verse of the poem. The result is a
fantastic “big book” which is on display in the school.
e
Clydebank College
A group o f children from P6/7 are currently undertaking a project with the
Construction Department of Clydebank College. They are learning basic
woodworking skills and the school look forward to having two new picnic tables and
planters in the playground.
e
SKIED
The children of Primary 7 visited the Child Safety Centre as part of the Safe Kids in
East Dunbartonshire Project. This annual outing is always very popular with the
children who receive invaluable safety advice in a fun and hands-on-way.
9.
Douglas Academy
e
Musical Notes
Members of the third year Music class recently provided the music for Milngavie’s
Old People’s Welfare Committce in the Fraser Centre. The entire class took part in
rousing performances of several items ranging from Scottish dance music to the
theme from ‘The Muppets’. Smiling faces in the audience were an appropriate
reward for pupils’ work in preparing for this event. On Tuesday 26thOctober about a
hundred pupils performed in St Paul’s Church, Milngavie, where they provided a
concert for the church’s Towards 2006 Project. The First Orchestra, Wind Band,
Senior Choir and several soloists performed a programme containing many
well-known musical excerpts. The large audience responded enthusiastically to the
exceptionaIly high standard of performance which was evident throughout the
evening. This event was the school’s way of thanking St Paul’s for the use of the
church building at Christmas. A chequc for E1200 is being donated towards bringing
the church halls up to modern health and safety standards.
CTYl279104lJS
Page 8
0
Enterurise Conference
The first SI Enterprise Conference, developed as part of the school response to the
Determined to Succeed document from the Scottish Executive, was held in the school
on lSfOctober. Pupils took part in self-analysis exercises and a group work task.
Pupils went on to consider areas where they would like to see change and identified
personal, local and international focuses for change. Finally, guest speakers from the
charity sector and the world of business illustrated how words and thoughts could be
turned into action.
Tanya Gedik from the British Red Cross described the work of Red Cross and Red
Crescent volunteers around the world with a particular focus on the work undertaken
in the Darfu region of Sudan. A lively question and answer session followed with
pupils identifying ways that individuals could get involved, from holding a
sale-of-work through to working as a Red Cross volunteer. Mr Ernie Turner, a
Business Start-up Adviser, then presented another example of enterprising behaviour
where individuals would set up and run their own business enterprise. The
importance of business planning was explained and pupils were taken through the
initial stages involved in setting up and running a company. All pupils took away
their worksheets from the day with a copy of the Douglas Academy Enterprise
Activity planning sheets. Further copies, including a sample completed plan, are
available from the school library. The day was sprinkled with interesting and useful
quotes and stories including the following: “The greatest danger for most of us is not
that our aim is too high and we m i s s it, but that it is too low and we reach it.”and
“Why aren’t you getting out there and doing things instead of just talking about it or
watching others do it?”. Several pupils took this message to heart and within a week
three fledgling companies had been set up with plans submitted to local banks for
consideration !
0
Sunday Times
Readers of the Sunday Times on 2lStNovember will have been pleased to see
Douglas Academy in their top ten schools. The Sunday Times tables are based on
performance at Standard Gradehtermediate and Higher over a three year period
(2001-2003). Douglas Academy remained in their top ten schools for the third
consecutive year, an enviable achievement.
0
French Exchange 2004
Enjoying breathtaking autumn weather, the French Exchange group of thirty-one
pupils and four staff spent a wonderful week in Fougkres, Brittany. While a senior
pupil did work experience in a French primary school, the rest of the group took part
in a programme of events, trips and guided tours, including Mont St Michel, the
castle of Fougkres and the parliament building in Rennes.
To mark the
60thanniversary of the Normandy landings, the group visited the Memorial for Peace
in Caen, the American War Cemetery at Coleville and Omagh beach, site of some of
the first landings.
Pupils agreed that this was a particularly moving and
thought-provoking experience. The school are looking forward to June when the next
group of French pupils from LycCe Jean GuChenno will arrive for a week in
Milngavie.
CTY/279/04/JS
Page 9
7
Crest Awards
This year two 5‘h year pupils, Hannah Milne and James Kinsella, entered and won
Gold Awards in the Crest Award Scheme. Hannah’s project involved working at
Strathclyde University using an electron-probe microscope to look at the
microcomposition and the light emission of light-emitting materials such as naturally
occurring Zircon. James’s project involved working with Glasgow University’s
Department of Surgery on the development of a prognostic-based scoring system for
mortality rates in intensive care. Hannah and James received their Gold Awards in
the Royal Museum in Edinburgh earlier this session. Well done to both for taking on
challenging projects.
CTY/279/04/JS
Page 10
APPENDIX 1
RELIGIOUS OBSERVANCE WORKING GROUP
MINUTES
MONDAY llTH
OCTOBER 2004
CTY/279/04/JS
Page 11
The Report of the Religious Observance Review Group (Scottish Executive):
Recommendations
Recommendation 1
The Scottish Executive Education Department (SEED) should review the Circular on
religious observance to include :
-
a definition o f religious observance as community acts which aim to promote the spiritual
development of all members of the school community and express and celebrate the
shared values of the school community and define the aims as to promote the spiritual
development of all members of the school community and to express and celebrate the
shared values of the school community;
-
a statement that in terms of frequency every school should provide opportunities for
religious observance at least six times in a school year in addition to traditional
celebrations central to the life of the school community;
-
a statement that, subject to the above guidance, local authorities should be encouraged to
devise forms of religious observance which take account of local circumstances and the
needs of their particular pupils;
-
a statement that schools should consider requests for opportunities for organised acts
of worship within the informal curriculum taking account of the availability of
appropriate personnel and accommodation.
Recommendation 2
SEED shouId provide further guidance on religious observation which takes account of
research and development work on spiritual development and values. The guidance should
incorporate a series of exemplars and the development of a self-evaluation toolkit which
reflect the areas of religious observation as defined in this report.
Recommendation3
SEED should provide guidance for schools on the role of chaplains and chaplaincy teams in
religious observance and in the overall life of the school. SEED should also develop selfevaluation tools that can be used by schools to evaluate the quality of religious observance
provided for pupils.
Recommendation 4
The review of the curriculum in Scotland, as outlined in Educating for Excellence, should
consider the role of religious observance in future educational provision and should take
account of the findings of this report.
Recommendation 5
Schools are encouraged to ensure that when communal locations arc used for religious
observance they are prepared in an appropriate manner. In addition, local authorities should
give consideration to incorporate smaller areas appropriate for other forms of religious
observance in the planning and design of new school buildings.
Page 12
Meeting of the East Dunbartonshire Religious Observance Working Group
Venue
East Dunbarton Association for Mental Health
Mental Health Suite
24, Crossvegate
Milngavie
G62 6RA
Date
MONDAY 1lTH
October 2004
Time
10 am - 12pm
Sederunt
Barbara Jarvie - Church Member, Education and Cultural Services Committee
Rev, Bryan Owens - Church Member, Education and Cultural Services Committee
Monsignor Hugh Bradley - Church Member, Education and Cultural Services
Committee
Mary Reid - HT Meadowburn Primary
Neil Roarty - HT Turnbull High School
Neil Shaw - HT Boclair Academy
Irene McLure - HT Merkland School
Josephine Hughes - PT RE St Ninian’s High School
Nancy Smith - PT RME Lenzie Academy
Karen Kerr - EQDO
Marjory Holmes - EQDO
AGENDA ITEM
1. Apologies
Charles McConnell - HT St Helen’s Primary
~~~
2. Introductory remarks
K.Kerr welcomed everyone to the meeting and
thanked them for attending before giving a brief
overview of the background of the Religious
Observance Review Group. The work of the
EDC working group will be reported to The
Education and Cultural Services Committee.
Page 13
3. Role of group
4. Initial response to the
recommendations
The specific role of the group was stated as
being:
1. to provide an initial response to the
recommendations
2. to provide advice to the authority on how
to implement the recommendations
The proposal to have four meetings before
Christmas was now seen as being improbable
given that neither a ministerial response nor a
revised circular had been published to date. It
was therefore decided to focus the meeting on the
initial response to the report.
Recommendation 1
Considerable time was devoted to the
implications for schools contained within the
sub-sections of Recommendation One.
I. The widening of the definition of the term
“Religious Observance” was welcomed
as it reflected the inclusive nature of a
multi-faith society. The values based
approach, through issues or themes of
concern all faith groups and pupils of a
secular background, allowed for all young
people to participate in religious
observance assemblies. A discussion on
the nature o f a school’s community and
of how common values could be shared
took place. While the current circular
refers to religious observance being
“broadly Christian” in nature, the need to
recognise the importance of other faith
groups religious festival was
acknowledged. A variety of approaches
including quiet assemblies and daily
prayers were touched on.
11. The group decided that they would
welcome further clarification of what
traditional celebrations might be other
that Christmas and Easter. It was noted
that the recommendation of six
opportunities within the school calendar, t
was a minimum requirement which many
schools might chose to increase. The
emphasis on quality rather than quantity
was well received.
Page 14
111. There was a discussion on the part that
the Local authority could play in assisting
schools to deliver religious observance
taking into account local circumstances
and the needs of particular pupils. One
suggestion was awareness raising for
head teachers of resources already
published. Another suggestion was that a
Local Authority conference could
highlight best practice in the delivery of
Religious observation
IV. The possible difficulties arising from
requests for organised acts of worship
within the informal curriculum were
acknowledged. These problems included:
transport after school, timetabling issues
in the secondary school, the suitability of
the person wishing to access a group of
children
Recommendation 2
Recommendation 2 was welcomed. The group
looked forward to examining the guidance when
issued, and agreed that they hoped that this
would include a series of exemplars. The
different needs of primary and secondary sectors
were acknowledged.
Recommendation 3
Recommendation 3 was welcomed but it was
hoped that the toolkit would be an extrapolation
of existing indicators rather than an entirely
separate set of indicators. It was also hoped that
they would be comprehensive enough to allow
for an appropriate depth of evaluation by HMIE
in the denominational sector.
The role of chaplains in complementing the
school’s curriculum and in planning a series of
appropriate assemblies in conjunction with the
school’s chaplaincy team was seen as a prime
way of providing a quality experience of the
children. It was stressed that the amount
currently devolved to schools (circa S32.00) to be
given to chaplains should be reviewed.
Recommendation 4
Recommendation 4 was welcomed in relation to
the development of each individual child.
Recommendation 5
The PPP team, through Gordon Currie, had
already been alerted to recommendation 5
following the publication of the report.
Concern was expressed that in new build schools
Page 15
one proposed form of entrance included one area
which would be used as a canteen, assembly hall
and be open to through traffic. It was requested
that the PPP team should be made aware of the
difficulty this could cause in terms of preparing a
communal area appropriately for religious
observance. The accommodation difficulties of
some of those schools not involved in the PPP
project in terms of providing a quiet area for
contemplation or worship was acknowledged.
It was agreed that any visiting leader of a faith
group be responsible for bringing materials and
artefacts required
I
5. The way forward - date of
next meeting
The group decided that it would be to await a
ministerial response or publication of a revised
circular before holding their second meeting
failing the issue of these before January a second
meeting would be called early in January 2005.
6. AOCB
Neil Roarty’s offer of Turnbull High School’s
conference room as the venue for the next
meeting met with warm approval.
Page 16
3
AGENDA ITEM NO:
b
EDUCATION & CULTURAL SERVICES COMMITTEE ON: 14th DECEMBER 2004
REPORT NO:CTY/277/04/EM
(COMMUNITY)
CONTACT OFFICER:
EDDIE MUIR, EDUCATION OFFICER
(QUALITY & DEVELOPMENT)
(TEL: 0141-578 8739)
SUBJECT:
POLICY STATEMENT AND GUIDANCE ON
PERSONAL AND SOCIAL DEVELOPMENT
IN EAST DUNBARTONSHIRE SCHOOLS
1.0
PURPOSE
1.1
The purpose of the report is to highlight to the Committee the document entitled
‘Policy Statement and Guidance on Personal and Social Development in East
Dunbartonshire Schools’ (Appendix 1) and to seek approval to issue it to all
educational establishments and services.
2.0
SUMMARY
2.1
The document details East Dunbartonshire Council’s policy on personal and social
development in primary, secondary and special schools and outlines the core
components of a programme for personal and social education.
3.0
RECOMMENDATIONS
3.1
I t is recommended that the members of the Committee approve the new policy
statement and guidance document for issue to all educational establishments and
services in East Dunbartonshire.
JOHN SIMMONS
Head of Education
Page 17
2
4.0
BACKGROUND
4.1
This document was developed by a group of staff from Primary, Special and
Secondary educational establishments in East Dunbartonshire, drawn from both
denominational and non-denominational schools.
4.2
East Dunbartonshirc’s Second Statement of Improvement Objectives 2003-2004,
under National Priority 4, had as one of its targets, the need to research and write a
framework for the development and implementation of an East Dunbartonshire Policy
on Personal and Social Development in East Dunbartonshire schools.
5.0
FURTHER INFORMATION
5.1
The finalised documents is split into two sections:
0
Section One: Policy Statement on Personal and Social Development.
This section details the authority’s policy on personal and social development in
primary, secondary and special schools. It also highlights the roles and
responsibilities for head teachers, teachers, support staff and the Education Quality
and Development Service.
0
Section Two: Core Components of a Personal and Social Education Programme.
Evidence indicates that where personal and social development is effective,
individuals will enjoy their learning and succeed in school. In the Scottish
Executive’s document entitled, “ Educating The Whole Child”, it states that personal
and social development is a decisive factor in a school’s success in promoting
fairness, equality, citizenship and social inclusion.
6.0
IRlPLICATIONS FOR OTHER DEPARTMENTS
6.1
None
Page 18
3
APPENDIX 1
POLICY STATEMENT AND
GUIDANCE ON PERSONAL
AND SOCIAL DEVELOPMENT
IN EAST DUNBARTONSHIRE SCHOOLS
Page 19
4
Policy Statement and Guidance on
Personal and Social Development in
East Dunbartonshire Schools
Page 20
5
I
“Educationfor personal and social development is about
many things. It’s about the relationships teachers have
with pupils, and with each other for that matter; it’s about
methodology; it’s about the way we behave towards each
other; it’s about the kind of language we use with each
other; it’s about the kind of climate in which we operate;
it’s about sharing responsibility; and most importantly,
it’s about every teacher and every aspect of school life.”
(The Heurt of the Matter: A Puper for Discussion and
DeveEupvaent, SCCC, 1995, available from Learning and
Teaching Scotland)
Section 2 0 ) of the Standards in Scotland’s Schools etc. Act 2000
Where school education is provided to a child or young person by, or by virtue of
arrangements made or entered into, by an education authority it shall be the duty of the
authority to secure that the education is dircctcd to the development of the personality,
talents and mental and physical abilities of the child or young person to their fullest
potential.
Page 21
6
Section One
Policy Statement on Personal and Social Development
1.1: Introduction and rationale
1.1.1: This document details East Dunbartonshire Council’s policy on personal and social
development in primary, secondary and special schools (Section One) and outlines the core
components of a programme for personal and social education (PSE) (Section Two). It was
developed by a number of staff from East Dunbartonshire Council’s Education Service.
1.1.2: Evidence indicates that where personal and social development is effective, individuals
will enjoy their learning and succeed in school. There are close links between progress in
PSD, an ethos of achievement and standards of attainment. In addition, Educating the Whole
Child (see 1.1.3 below) states that personal and social development is a decisive factor in a
school’s success in promoting fairness, equality, citizenship and social inclusion.
1.1.3: The content of this document is drawn primarily from the following publications:
Guidelines on Personal and Social Development: Circular 3/93 (The Scottish Office,
2003);
The Heart of the Matter: A Paper for Discussion and Development (SCCC, 1995,
published by Learning and Teaching Scotland);
Educating the Whole Child: Personal and Social Development in Primary Schools
and the Primary Stages of Special Schools (Scottish Executive, 2000);
With All Due Respect: The role of schools in promoting respect and caring for self
and others (Scottish Executive 2001)
The Structure and Balance of the Curriculum 5-14 (Learning and Teaching Scotland,
2000).
1.2: Aims
1.2.1: The development of this policy and related guidelines should help to ensure that:
All pupils, regardless of age, aptitude or physical or social circumstance benefit from
the provision that is made to support their personal and social development.
All pupils are supported in the development of the essential core-skills and
capabilities which lie at the heart of personal and social development (see section
2.3).
All schools develop a planned and progressive approach to the delivery of personal
and social development through a synthesis of whole-school, cross-curricular and
special focus approaches.
Parents, the local community and other agencies are involved appropriately in the
delivery of personal and social development programmes.
Schools, and in particular staff responsible for the design of a personal and social
education framework, have access to central guidance and relevant and up-to-date
resources.
1.3: Links to other curriculum areas
1.3.1: Educating the WhoEe Child states that in planning and auditing school programmes for
personal and social development, schools should recognise and utilise the important
contribution of all areas of the curriculum to promote pupils’ personal and social skills. Even
Page 22
7
teacher and all subjects therefore provide a potential opportunity to contribute to the aims of
PSDPSE.
1.3.2: The development of PSDPSE in East Dunbartonshire schools links into health
education (including Health Promoting Schools), citizenship, drugs and sex education and the
Authority’s developing sexual health strategy. The following policies and guidelines cover
most o f these areas and staff should refer to them when planning their PSD/PSE programmes:
5-14 Health Education: Guidelinesfor U Programme of Study (EDC, 2003);
Health Education 5-14 Policy including Drugs and Sex Education Guidelines (EDC,
2003);
Policy Statement on Education for Work & Enterprise (EDC, 2001);
Education for Work and Enterprise - Curricular Audit Support Materials Primary
(EDC, 2002);
Education for Citizenship: Baseline Survey Analysis - Secondary and Primary
(EDC, 2002);
Curriculum Design and Flexibility in the Primary School (EDC,2003);
Curriculum Design and Flexibility in the Seconduly School (EDC, 2003).
1.4: Learning and teaching approaches
1.4.1: The Heart qf the Matter states that:
“Every aspect of education is related to every learner’s personal and social
development, Without such relation, the subjects and courses are only aggregations
of information, concepts and skills. Beyond the content lie the opportunitiesfor
learners and teachers to engage in dialogues and conversations that will go beyond
but also m k e sense of the curriculum content.” (p.12).
1.4.2: Guidelines on PersonaE and Social Development recommends three approaches to the
delivery of personal and social development; namely:
1) Whole school - fosters personal and social development as part of the ethos of the
school.
2) Cross curricular - recognises the contribution of learning in each area of the
curriculum to developing pupils’ personal and social skills.
3) Special focus - involves specific programmes focusing on the personal and social
development outcomes, either occupying a regular slot in the school timetable or
inserted at particular times for particular purposes.
1.4.3: Learning and teaching approaches in personal and social development should therefore
be flexible and responsive to the needs of pupils and take into account different learning
styles and contexts. Account should be taken of individual:
religious andor cultural beliefs;
health and welfare needs;
learning and support needs which will also involve consideration of a pupil’s current
understanding of themselves, their relationships with others and their sense of
belonging in the school and wider community.
1.4.4: Pupils should be provided with regular opportunities to reflect on their selfdevelopment and should be actively involved in the evaluation of their school’s personal and
social education programme (PSE).
Page 23
8
1.5: Time allocation
1.5.1: The time allocation for the delivery of personal and social education through specific
programmes should follow the advice given in The Structure and Balance of the Curriculum
5-14 and the policies Curriculum Design and Flexibility in PrimaqdSecondary Schools
(EDC, 2003).
1.5.2: Schools should also take every opportunity to develop whole-school and crosscurricular approaches to support the personal and social development of pupils and should
regularly review their personal and social development provision.
1.6: Assessment
1.6.1: Central to education for personal and social development is the recognition of the
validity of the individual’s response and Circular 3/93 states that when assessing pupils’
personal and social development, progression should not be regarded as linear; personal rates
of development are not and cannot be standardised. Teachers should ensure that assessment of
personal and social development is concerned with knowledge and understanding and the
ability pupils demonstrate in using the core-skills which are being learned and practised.
1.6.2: The Heart of the Mutter suggests that approaches to learning and teaching should
therefore include a view of assessment which encourages learners to recognise the processes
of their own learning through:
0
0
0
0
reviewing progress;
setting their own targets;
negotiating their own pathways; and
recording their own achievement.
1.6.3: Encouraging pupils to have faith in their own judgment and to be responsible for their
own learning enhances the genuine feeling of self-worth which comes from within.
1.6.4: Circular 3/93 highlights the need for both informal and structured approaches to
assessment; the former being helpful to assess changes in an individual’s values and attitudes
and the latter for assessing the core skills, knowledge and understanding gained (for example)
lhrough a PSE lesson.
1.6.5: There are some areas of an individual’s personal and social development which should
not be the subject of formal assessment and the worth of any pupil should never be in
question.
1.7: Recording and reporting
1.7.1 : Clear teaching and assessment plans help teachers in their work and provide a
consistent structure for recording pupils’ progress. Recording procedures are used to monitor
progress and inform learning and teaching. Assessment reports also provide other teachers
with straightforward and useful information for future p1,ulning.
1.7.2: Assessment records from teaching plans provide evidence for recording and reporting
and should allow teachers to decide:
0
if the evidence from a variety of sources confirms that the pupil has achieved what
was intended or is performing at a particular level of attainment;
0
if more evidence is needed;
0
if the pupil needs help or further challenges and, if so, what kind.
Page 24
9
1.7.3: Schools in East Dunbartonshire report on the personal and social development of pupils
through a variety of mechanisms; for example through:
0
0
0
0
Individualised Educational Programmes (IEPs) and Pupil Support Plans;
Report cards and individual reports on subject areas;
Guidance reports;
Target setting strategies (Aiming High, Go-4-Jt and Reach for the Stars);
National Qualifications.
1.7.4: Reporting to parentskarers should be clear and specific in order to promote effective
communication between school and home and provide feedback on progress.
1.8: Pupils with additional support needs
1.8.1: All pupils should have the opportunity to participate in and benefit from the full range
of experiences offered in the area of personal and social development.
1.8.2: For many pupiIs with additional support needs (which may also include individuals of
high ability), the area of personal and social development i s crucially important in its
emphasis on helping to develop life skills. All pupils should be given opportunities to realise
their full potential, using the materials and resources at the school’s disposal.
1.8.3: Depending on their specific needs, some pupils may experience difficulties in the area
of personal and social development because of
0
0
0
0
0
0
factors relating to the range of life experiences which pupils bring to school;
difficulties in learning through reading and writing;
difficulties in understanding and explaining personal and social issues;
slower progress in aspects of moral development (for example progressing beyond
the egocentric stage);
difficulties in communicating with and relating to others;
having a poor or unrealistic self-image.
1A.4: Circular 3/93 notes that flexible, imaginative approaches to assessment may need to be
developed, for example through discussion and observation of behaviour. Assessment need
not be practised in isolation. The teacher should engage pupils in the process through self and
peer assessment and seek the views of other professionals involved with the individual and
their family.
1A.5: The Authority’s Social Inclusion & Community Development Service utilises the skills
of a Children’s Services Development Officer whose remit is to support the inclusion of
pupils with additional support needs in after school activities. For some pupils with
additional support needs, being involved in after school activities can have a major and
positive effect on their personal and social development.
1.9: ICT
TCT plays a crucid role in the delivery of the curriculum. The 5-14 ICT strands that are
particularly relevant to PSD,especially PSE are:
0
creating and presenting;
0
collecting and analysing;
0
searching and researching;
0
communicating and collaborating.
Page 25
10
1.10: Managing key points of transition
1.10.1: The Education Service seeks to ensure planned and progressive development of
personal and social education from P1 to S6. Facilitating effective transition for pupils will
require a) clear procedures for identifying individual pupils who need additional support with
transition and b) planning for continuity in PSE programmes.
Joint planning, including cluster planning, should help to ensure continuity in primary and
secondary PSE programmes, Section 3.17 of The Structure and Balance of the Curriculum
provides guidance on the issue of continuity at transition as does the policy
Primaiy/Secondury Liaison (EDC, 2003).
1.11: Staff development
1.11.1: In relation to personal and social development staff development needs will be
identified through the Professional Review and Development Process which is integrated with
the School Development Planning process.
1.12: Links with and support for parents/carers
1.12.1: Section 5 ( 2 ) of the Standards in Scotland’s Schools etc. Act 2000 places a legal duty
on an education authority (and therefore its schools) to outline in its Annual Statement of
lmprovement Objectives how it will seek to involve parents/carers in promoting the education
of their children.
1.12.2: Parents/carers are central to the personal and social development of their children. In
the early years, it is essential that schools recognise the critical influence of the home on
development and learning and use that learning as a basis on which to build. As children
progress from pre-school to primary and from there to the secondary phase, it is important to
recognise that their personal and social development continues to be strongly influenced by
the home.
1.12.3: Schools can support the involvement of parentskarers in their child’s personal and
social development by:
0
0
0
0
0
0
0
ensuring that information about PSD/PSE is included in the school handbook and
pupil reports;
highlighting the achievements of their child through newshdividual letters;
inviting them to school assemblies where their child’s achievements are celebrated;
encouraging their participation in school workshops designed to address particular
facets of PSD/PSE such as healthy eating;
consulting them on sensitive issues such as drugs or sex education;
involving them in personal and social development activities through homework and
home-school diaries;
involving them (where appropriate and suitable) as helpers in the school so that pupils
see partnership in action between parents and teachers.
1.12.4: East Dunbartonshire Council employs a number of home-school partnership workers
who focus on the Authority’s ‘early intervention schools’. This group of staff aim to identify
children who may become childrcn “in need” without appropriate early intervention. By
working with parentskarers, the home-school partnership workers are able to target specific
personal and development needs of young children. This group of staff are part of the
Authority’s Early Years Service.
Page 26
11
1.12.5: Schools endeavour to be sensitive to any cultural/religious issues which may impact
on the decisions which parents make about their child’s involvement in particular aspects of a
school’s PSDRSE programme (e.g. sexual health and awareness; religious and moral
education). Schools must also respond positively to any requests for translationhterpreting
services. Under the Race Relations Act 1976, individuals have a right to request such
services. The Head of Education will take all reasonable steps to ensure that such requests are
appropriately met.
1.13: Pupil participation and support
I.13.1: Changes to legislation mean that pupils have the right to be actively involved in
decisions which directly affect them. Section 6( 1) of the Standards in Scotland’s SchooZs etc.
Act 2000 places a duty on the education authority to ensure that pupils attending its schools
are given an opportunity to make their views known about the focus of their school’s
individual School Development Plan.
1.13.2: In relation to individual care and welfare issues, the Age of Legal Capacity (Scotland)
Act 1991 gives pupils who are considered to have “legal capacity” the right to instruct a
solicitor in connection with civil proceedings. A child of 12 years or more i s presumed to
have sufficient age and maturity.
1.13.3: Schools use a variety of mechanisms for consulting with pupils and encouraging their
active participation in decision making; these include:
0
0
0
0
0
0
Class/school questionnaires;
Circle time;
Quality circles;
SchooVclass/year councils;
School committees;
Evaluation exercises.
1.13.4: The differences and needs of pupils mean that some pupils may be reluctant or find it
difficult to share their views in a public forum. Schools should therefore encourage
consultation and communication through a range of settings, for example:
0
0
0
0
through the school council;
in the class;
in a small group;
on an individual basis.
1.13.5: Some pupils may need help and support to communicate their ideas and feelings and
may wish to do so through a:
0
0
0
0
teacher;
member of the non-teaching staff (classroodschool assistant, auxiliary);
peer listener/mentor/befriender/buddy/supporter;
friend;
parcntkarer;
“Bully-Box’’ or other anonymous mechanism for reporting concerns/issues.
1.13.6: Individual support to pupils is provided in a variety o f ways in schools and the
Education Service has developed a comprehensive pupil behaviour, care and welfare
framework to try to ensure that specific personal and social difficulties are appropriately
managed; the components of this are listed in Appendix 1.
Page 27
12
1.14: Resources
1.14.1: Appropriate EQDS staff and designated school staff should work together to identify
appropriate resources, particularly those which support personal and social education
programmes.
1.14.2: Where required, support and advice on complex personal and social development
issues relating to the needs of individual pupils can be obtained from the Head of Education
and the Education Oflicer (Support to Schools).
1.15: Monitoring and evahation
1.15.1: Self-evaluation is a key responsibility of all teaching staff and a particular duty of
senior staff in schools. A number of quality indicators in How Good Is Our School? (HMIE
2002) are particularly useful in monitoring and evaluating PSDFSE; these are:
0
0
0
e
e
0
0
0
0
0
e
e
0
1.2: Courses and programmes;
3.1: Teachers’ planning;
3.2: The teaching process;
3.3: Pupil’s learning experiences;
3.4: Meeting pupils’ needs;
3.5: Assessment as part of learning;
4.1: Pastoral care;
4.2: Personal and social development;
4.4: Monitoring pupil progress and achievement;
4.5: Learning support;
5.1: Climate and relationships;
5.2: Expectations and promoting achievement;
6.3: Organisation and use of resources and space.
1.15.2: These quality indicators should also be used by school staff to inform the Standards
and Quality report for the school,
1.15.3: This policy on personal and social development will be reviewed every two years.
1.16: Roles and responsibilities
1.16.1: Education Quality and Development Service
EQDS staff will ensure that a co-ordinated approach is taken to the development of the crosscurricular areas within schools. Through the Quality Assurance Process, EQDS staff will
therefore ensure that guidance (including policy development) given on issues such as health
education (including sexual health and drugs education) citizenship, education for work and
enterprise and personal and social development helps to promote a co-ordinated and “joinedup” approach to these key areas in schools.
EQDS staff will:
0
0
0
help to identify key agencies at local and national level who can providc appropriate
resources and guidance to schools on personal and social development in schools;
interpret national advice;
set local improvement priorities;
initiate policy development advice and guidance;
Page 28
13
0
0
advise on appropriate and up-to-date resources and, working in partnership with
designated school staff, establish a framework for the regular evaluation of new
resources and their application in schools;
monitor implementation as set out in the Strategyfor the Implementation of the 3-14
Curriculum in East Dunbartonshire (EDC 2003).
Local Authority staff will endeavour to work across key services (such as Education and
Social Inclusion & Community Development) to help to ensure that any initiatives which
support the development of pupils and their families are considered in terms of their relevance
to the personal and social development agenda in schools.
1.16.2: Head Teachers (and school managers)
Educating the Whole Child stresses the key role of the head teacher in the delivery of personal
and social development in schools. It states that head teachers should:
0
I
0
ensure that dear programmes for personal and social development are based on a
well-planned blend of whole school, special focus and cross-curricular approaches;
have a clear and visible profile in leading whole school approaches;
set high expectations for pupils’ work and behaviour;
be a positive role model to staff and pupils;
work to build effective partnership with parents, other agencies and the local
community;
ensure that appropriate mechanisms are in place to meet the individual support needs
of pupils.
1.16.3: Teachers
Every teacher has a central role to play in the personal and social development of pupils and
all should be concerned with supporting its development across the whole school and the
curriculum.
Teachers are required to carry out a range of duties a number of which relate directly to the
care and welfare of individual pupils; for example:
‘promotingand safeguarding the health, welfclre and safety of pupils;
working in partnership with parents, support stafiand other professionals;
0
contributing towards good order and the wider needs of the school ’.
(Source: A teaching profession for the 21” century, EIS, 2001)
1.16.4: School support staff
Educating the Whole Child highlights the need for all staff who work with children (teaching
and non-teaching) to work to a shared understanding of the school’s care and welfare policy.
All staff in a school have an important part to play in the development of its ethos and
particularly its relationships between adults and pupils.
Page 29
14
Section Two
Core componentsof a personal and social education programme
2.1: Introduction
2.1 1: The term “personal and social development” is used to take account of both the process
I
of development through which children grow and mature as individuals in society and the
contribution to this process which schools can make through a specific programme of study
i.e. personal and social education (PSE).
2.1.2: When planning a programme for personal and social education it is important that it
follows the principles set out The Structure and Balance ufrhe CurricuZum i.e. that it has:
Breadth - ensures the coverage of a sufficiently comprehensive range of areas of
learning.
0
0
e
-
Balance ensures that appropriate time is allocated to each area of curricular activity
and that provision is made for a variety of learning experiences.
Coherence - emphasises links across the curriculum so that pupils make connections
between one area of knowledge and skills and another.
Continuity - ensures that learning builds on pupils’ previous experience and
attainment prepares them for further learning.
Progression - provides pupils with a series of challenging but attainable goals.
2.2: Personal and social education within the curriculum
2.2.1: The Structure and Balance of the Curriculum 5-14 identifies five main curriculum
areas; namely:
e
e
language (including a modern language;
mathematics
environmental studies: society, scicnce and technology;
expressive arts and physical education;
religious and moral education with personal and social development and health
education.
2.2.2: In addition, a number of cross-curricular areas are identified, including:
0
0
0
e
e
personal and social development;
education for work;
education for citizenship;
the culture of Scotland;
information and communication technology.
2.2.3: It states that, in order to ensure good progression in pupils’ learning, each crosscurricular aspect should be described in a programme that identifies appropriate learning
contexts for the development of key ideas and skills.
2.2.4: Box 1provides a description of PSD as a curricular and cross-curricular subject.
Page 30
15
2.2.5: For guidance on the delivery of PSE post 14, see Curriculum Design and Flexibility in
the Secondary School (EDC, 2003).
2.3: Dispositions, core skills, knowledge and understanding
2.3.1: The Structure and Balance of the Curriculum identifies a set of inter-related qualities
and dispositions and the skills and understandings which are essential if these are to be
realised. It also stresses the need for all pupils to enjoy equal access to a full range of learning
experiences and the importance of recognising that pupils do not all learn in the same way.
2.3.2: Qualities and Dispositions
Dispositions are ways pupils think and feel about themselves and the world. They help guide
pupils in making decisions and taking action. The following dispositions are generally
regarded as a fundamental basis for a personally rewarding life and an effective contribution
to society. They are of equal importance and clearly interrelate.
0
A commitment to learning
Throughout schooling and to equip them for adult life, children need both to acquire new
information and skills and to make new connections and meanings in what they have
learned. Learning becomes an exciting and rewarding lifelong process.
0
A respect and care €or self
A sense of self-worth brings a capacity for autonomy and motivation. It is the basis from
which care for others grows. It is strongly linked to achievement and attainment.
Respect and care for others
Recognising that we are interdependent helps pupils to develop qualities of cooperation,
mutual support and respect for the diversity of people, cultures and beliefs.
0
0
A sense of social responsibility
An awareness of positive social attitudes, principles and skills will help pupils become
competent and positively disposed to participate in society. A commitment to the
environment will be engendered.
0
A sense of belonging
Being part of and committed to the life of the school i s achieved when pupils feel valued,
knowing that their opinions count and their concerns are addressed.
These dispositions will find expression in the curriculum that pupils study, in the contexts in
which their learning is structured and in the relationships that encompass both their learning
environment and the wider life of the school.
2.3.3: Core skills and capabilities
The curriculum must offer pupils opportunities to acquire core skills and to develop the
capability to use them in the various contexts they meet in their learning and their lives. Core
skills foster personal and social development and are widely recognised as essential for a
healthy lifestyle, responsible citizenship and, in time, employment and successful lifelong
learning. The core skills include:
0
0
0
personal and interpersonal skills including working with others
language and communication skills
numeracy skills
Page 31
16
0
0
0
ICTskills
problem solving skills
learning and thinking skills
These skills lay the foundation for those specific core skills that are developed and validated
in the later stages of secondary school.
2.3.4: Knowledge and understanding
The curriculum and the way in which it is taught should help pupils acquire important
knowledge in each of its main areas. It must also ensure that pupils make connections
between what they learn and what they see in the wider world around them. Such knowledge
and understanding are acquired and developed within and, just as importantly, across
curriculum areas.
Well designed programmes of study highlight learning links for pupils. Pupils should be
provided with opportunities to connect, integrate and apply what they have learned in ways
that are creative, thoughtful and sensitive and which promote emotional maturity.
The table on p. 16 identifies some of the key themes which should be part of a PSE
programme in terins of the development of knowledge and understanding, This thematic
approach should help to ensure a planned and progressive approach to PSE from PI to P6.
2.3.5: The essential experiences of the curriculum
It is important for all pupils to enjoy equal access to a full range of learning experiences.
Teachers should ensure that pupils have opportunities to gain the essential experiences of
0
0
0
working cooperatively and independently;
encountering challenge, support and a sense of achievement;
receiving regular feedback about their progress as well as opportunities for self and
peer-assessment;
taking and sharing responsibility for what they learn;
making connections in their learning.
2.3.6: Learning stvles
Pupils do not all learn in the same way. They have their awn individual learning styles and
ways of learning that best suit them. Teachers therefore need to use a wide range of teaching
styles that are appropriate both to the task in hand and to the context in which learning can
best be achieved.
Page 32
17
Types of knowledge and understanding
which help to consolidate the dispositions
and skills highlighted above
Self
Relationships
Themes which enable knowledge and
understanding
One’s own identity
Feelings and characteristics
.
Rights and responsihilities
.
.
.
.
.
Work
.
.
.
L
.
Bodily awareness
Growth and change
Healthy eating
Exercise, relaxation and rest
Hygiene and safety
Life management - finance and
accommodation
Family relationships and
responsibilities
Friendship and peer group
influences
Sexual relationships
Community, social and global
relationships and responsibilities
Rights and attendant
responsibilities o f citizens in a
democratic society
Rights of children/young persons
Moral rights and ethical
responsibilities
Rights of all living species and the
concept of the sustainability of the
Earth’s living and non-living
resources
Nature of employment and
unemployment
Working environment
Business and wealth creation
Progression in education, training
and employment
Changing concepts of the nature of
work
In developing a programme for personal and social education, staff should also refer to
the policy/guidelines on other related subjects - see section 1.3.2.
Page 33
Page 34
Appendix One: Components of the Education Service’s policy framework to support the
behaviour, care and welfare needs of individual pupils
Policies/guidelines
Anti-Bullying Policy and Guidance (EDC, 2003)
Child Protection Interagency Guidance (East Dunbartonshire Council, 2002).
Child Protection Procedures and Guidance: Responsibilities of the Education Service
in Protecting Childrenfrom Ahuse (East Dunbartonshire Council, 2002);
Exclusion Procedure: Education Procedures Manual (draft, EDC2004)
Managing Ehe Healthcare Needs of Pupils: The Administration of Medicines in
Schools (draft, EDC, 2003)
Procedure Manual Guidelinesfor the Management of Drug Misuse in Schools (EDC
2002)
Positive Behaviour Pupil Care and Welfare (EDC, 2002)
Policy & Procedures for the Education of Children Absent from School Through IllHealth (EDC, 2003)
Tackling Racist Incidents Within the Education Service (EDC, 2003)
The Treatment of Heud Lice (revised EDC, 2003)
The Education of Looked After Children in East Dunbartonshire Joint Policy between
Education and Social Work & Joint Ventures (EDC,2003)
Leaflets written for staff
Working Together to Combat Bullying: A Guidefor Staff of the Education Service
(EDC, 2004 - In Print)
Managing Racial Harassment and Racist Bullying in Schools: A Guide for Staff
(EDC, 2004)
Duty of Care to Pupils in Its Schools (EDC, 2003)
Leaflets written for Darentdcarers
Working Together to Combat Bullying: A Guidefor Parents and Curers
(EDC, 2004 - In Print)
Munaging Racial Harassment and Racist Bullying in Schools: A Guide for
ParentdCurers (EDC, 2003)
Page 35
9
AGENDA ITEM NO:
7
EDUCATION & CULTURAL SERVICES COMMITTEE ON: 14thDECEMBER 2004
REPORT NO: CTY/280/04/JS
(COMMUNITY)
CONTACT OFFICER:
JOHN SIMMONS, HEAD OF EDUCATION
(TEL: 0141-578 8709)
SUBJECT:
FOLLOW - THROUGH INSPECTION BY HM
INSPECTORATE OF EDUCATION:
DOUGLAS ACADEMY, MILNGAVIE
1.0
PURPOSE
1.1
To advise the Committee of the publication of the follow-through report by HM
Inspectomte of Education (HMIE) for Douglas Academy, Milngavie.
2.0
SUMMARY
2.1
Douglas Academy’s HMIE Standards and Quality Report was published in June
2002.
2.2
The initial Inspection identified five main points for action for the school and the
education authority along with departmental priorities for English, mathematics,
modem languages, technical education and music.
2.3
Of the five main points for action, the school and the education authority have made
very good progress in two, good progress in one, substantial progress jn another and
unsatisfactory progress in relation to improving aspects of accommodation.
3.0
RECOMMESDATIONS
It is recommended that the Committee:
3.1
Note the publication of the follow-through report for Douglas Academy; and
3.2
Congratulate the Head Teacher and his staff for the progress made towards meeting
the action points highlighted in the June 2002 HMIE report.
JOHN SIMMONS
Head of Education
Page 36
2
4.0
BACKGROUND
4.1
HM Inspectorate of Education published a report in June 2002 on the Standards and
Quality in Douglas Academy.
4.2
The school and the education authority were asked to prepare an action plan
indicating how the five main points for action and the departmental action points
from the June 2002 report would be addressed.
4.3
HM Inspectors revisited the school in May 2004 to assess the extent to which the
schooI was continuing to improve the quality of its work, and to evaluate progress
made in responding to the action points.
5.0
FURTHER INFORMATION
5.1
Overall, the school had clearly demonstrated its capacity to continue to improve
pupils’ experiences and achievements.
5.2
The initial June 2002 Inspection report identified five main points for action and a
number of individual action points for departments. The report attached at Appendix
1 is based on HMIE’s evaluation of the evidence presented by the school.
5.3
HM Inspectors concluded that the school had made good overall progress in
addressing the main points for action.
5.4
Although HM Inspectors will take no further action in connection with the report of
June 2002, the Council’s HMIE District Inspector will continue to monitor
improvements in the school, in particular those required in accommodation through
his regular links with the Strategic Director - Community.
6.0
IMPLICA1’IONS FOR OTHER DEPARTMENTS
6.1
The report will be of interest to other services within the Council.
CTYl280/04/JS
Page 37
APPENDIX 1
FOLLOW - THROUGH INSPECTION REPORT BY H.M.
INSPECTORATE OF EDUCATION:
DOUGLAS ACADEMY, MILNGAVIE
7 DECEMBER 2004
CTY/280/04/JS
Page 38
Douglas Academy
Milngavie
7 December 2004
Page 39
Contents
Page
1.
The inspection
1
2.
Co nti nuous improvement
I
3.
Progress towards meeting the main points for
action
1
4.
Conclusion
4
How can you contact us?
5
Page 40
I.The inspection
HM Inspectorate of Education (HMIE) published a report on Standards and Quality in
Douglas Academy in June 2002. Working with the school, the education authority prepared
and made public an action plan indicating how they would address the main points for action
identified in the original HMIE inspection report published in June 2002.
An inspection team revisited the school in May 2004 to assess the extent to which the school
was continuing to improve the quality of its work, and to evaluate progress made in
responding to the main points for action in the initial report.
2. Continuous improvement
The school had clearly demonstrated its capacity to continue to improve pupils’ experiences
and achievements. The headteacher had consulted pupils, parents and staff appropriately in
preparing the action plan following the inspection. There had been significant improvements
in courses, learning, teaching and attainment in the music department and Music School. The
headteacher had led the senior management team well in introducing a range of
improvements. The school had made effective use of valuable guidance from the education
authority to improve its quality assurance arrangements. Principal teachers’ visits to
classrooms were assisting in the identification of staffs strengths, and aspects for which
more support and guidance were necessary. The roles of senior managers in quality
assurance needed fbrther development.
The school had maintained very high standards in pupils’ attainment in external
examinations. Performances at S2 in national tests in reading and writing, and at S4, S5 and
S6 in Scottish Qualification Authority examinations were well above national averages. The
school’s results at Standard Grade, Higher and Advanced Higher were much better than
similar schools. Pupils continued to achieve high standards in music. The school’s wider
achievements included awards for excellence in its programmes of enterprise in education. It
was currently seeking Investor in People status. Pupils continued to excel in a range of
cultural, sporting and academic activities including recent participation in international
competitions Tor physics and information and communications technology (ICT).
The headteacher had used the recommendations in the HMI report to improve practice in all
departments, including those which had not been part of the inspection. The school was
making more effective use of the education authority’s approaches to development planning,
to support improvements in pupils’ experiences. The school had effective arrangements to
ensure continuous improvement.
3. Progress towards meeting the main points for action
The initial inspection report published in June 2002 identitied five main points for action for
the school, along with departmental priorities for English, mathematics, modern languages,
technical education and music. This section evaluates the progress made with each of the
action points and departmental priorities, and the resulting improvements for pupils and other
stakeholders.
Page 41
3.1
The school should increase the opportunities for religious observance
The school had made substantial progress in addressing this main point for action.
Pupils had better opportunities for religious observance. The school had consulted pupils,
chaplains and the Schoot Board, to take account of their views on how best to respond to this
main point for action. Pupils continued to have opportunities for religious observance as part
of major school assemblies at Christmas and Easter. The school had provided four additional
opportunities each session, for religious observance at assemblies. These assemblies were
led by the school chaplains in a rota. Additionally, pupils were able to take part in voluntary
religious observance at lunchtime events held in the school. The headteacher was committed
to increasing further the frequency of opportunities for religious observance.
3.2
The school and education authority should improve aspects of
accommodation as identified in this report.
Progress in addressing this main point for action had been unsatisfactory.
The education authority had carried out some minor improvements to toilet provision for
pupils but facilities were still poor. Improvements to car parking arrangements were due to
take place soon after inspectors visited the school. However, the education authority had not
made any significant improvements to accommodation, as it awaited Council decisions on
improving its schools as part of its public private partnership (PPP) project. The education
authority should take steps to improve areas of accommodation including pupils’ toilet
facilities, to ensure that pupils’ welfare needs are met.
3.3
The school should carry out its planned improvements to the
SIISP courses and check the provision at S3/S4
The school had made very good progress towards meeting this recommendation.
The headteacher had made skilful and imaginative use of the priorities which the HMI report
had identified for departments, as a basis for improving courses and learning and teaching at
all stages and in all departments. Courses at S U S 2 had been reviewed and improved. Pupils
were given better guidance for subject choices at S3. Staff monitored pupils’ choices
carefully to ensure that they chose subjects which best met their needs. The quality of
learning and teaching had been improved through well-focused staff development. In-service
training days had been used very effectively to share good practice among staff. Teachers
had extended their skills and strategies for managing pupils’ behaviour and learning, using a
school initiative to ensure that pupils were “Ready to Learn“. Pupils were responding well to
increased opportunities to use ICT in learning activities. Pupils were benefiting from greater
use ol.‘the library resource centre to support their learning.
3.4
The school should continue to improve the effectiveness of the staff
development and review process
2
Page 42
The school had made very good progress in addressing this point for action.
A thorough, carefully-costed training plan now ensured that the school’s priorities for staff
development were better met. The plan had an appropriate focus on the impact which
training should have on pupils’ achievements. All managers and teaching staff had
undertaken a professional review, following publication o f the education authority’s policy.
Staff made good use of opportunities for continuing professional development, provided by
the school, by the education authority and more widely, The school was seeking Investor in
People status.
3.5
Senior managers should strengthen further their links with departments
and improve the effectiveness of monitoring and evaluation of learning
and teaching.
The school had made good progress in addressing this main point for action.
Senior managers were implementing a clearer, more effective school policy on quality
assurance which was supporting departments in continuing to improve pupils’ experience.
Senior managers had clearer views of departments’ strengths and development needs and had
taken effective steps to meet these needs. Senior managers were regularly involved in
evaluating the quality o f learning and teaching in departments, providing the senior
management team with valuable information on the quality of work throughout the school.
Principal teachers had observed learning and teaching across their departments in classes, to
identifL strengths and potential improvements. Senior managers had not yet identified an
appropriate framework for their own, direct involvement in sampling learning and teaching in
line with the education authority’s policy. Staff had made effective use of national quality
indicators, reflecting the approaches used by the education authority and establishing a sound
basis for improving pupils‘ achievements.
Departmental priorities
The department had made good and sometimes very good progress with the action points
identified in the report, to improve pupils’ experience. Staff had improved learning, teaching
and assessment including arrangements for the use of national tests. The department had
introduced improved arrangements for monitoring and evaluating its work, providing the
staff with clear targets for improving learning and teaching.
Mathematics
The department had made good ovcrall progress with the action points identified in the
report, to improve pupils’ experience. Staff had taken effective steps to improve courses,
learning and teaching. S 1/S2 pupils’ attainment had improved substantially. The department
used more effective approaches to monitor and evaluate the quality of its work.
Modern languages
3
Page 43
The department had made very good overall progress with the action points identified in the
report and had improved pupils’ experience. Staff had reviewed approaches to learning and
teaching and had shared good practice. The principal teacher had led staff well in improving
planning in the department and teamwork had improved. The department needed now to
evaluate learning and teaching in listening, and make further improvements in assessing
pupils’ progress.
Technical education
The department had made good overall progress with the action points identified in the report
and had improved pupils’ experience. Some developments in learning and teaching had been
particularly effective. Staff had improved the pace of learning. The department had made
good use of the school’s and education authority’s arrangements for quality assurance, to
identify improvements in learning and teaching. The department needed now to make more
use of information it was obtaining from its evaluations, to identify specific targets to
improve pupils’ attainment.
The music department and the Music School of Douglas Academy
The music department had improved courses, learning, teaching and pupils’ attainment,
particularly at S1 /S2. The Music School had improved the quality of courses. Staff had
implemented an improved policy for presentation of pupils for national examinations, better
matched to pupils’ abilities and aspirations. Pupils’ performance in a range of external
examinations continued to be very strong.
4. Conclusion
The school had made good overall progress in addressing the main points for action and
departmental priorities identified in the HMI report of June 2002. The school had improved
the effectiveness of programmes, learning and teaching and had established sound processes
to ensure continuous improvement. However, accommodation still failed to meet pupils’
basic welfare needs. HM Inspectors will take no further action in connection with the report
o f 2002. However, I will continue to monitor improvements in the school, in particular
those required in accommodation, through my regular links with the Strategic
Director - Community.
Bill Geddes
HM District Inspector
7 December 2004
4
Page 44
How can you contact us?
Copies of this report have been sent to the headteacher and school staff, the Acting Strategic
Director - Community, local councillors and appropriate Members of the Scottish Parliament.
Subject to availability, further copies may be obtained fiee of charge fi-oin 1-TM Inspectorate
of Education, Europa Building, 450 Argyle Street, Glasgow G2 8LG or by telephoning
0141 242 0100. Copies are also available on our website: www.hrnie.gov.uk.
If you wish to comment about follow-through inspections
Should you wish to comment on any aspect of follow-through inspections, you should write
in the first instance to Ian Gamble, HMCI at HM Inspectorate of Education, 14395, Victoria
Quay, Edinburgh, EH6 6QQ
Our complaints procedure
T f you have a concern about this report, you should write in the first instance to Hazel
Dewart, Business Management Unit, HM Inspectorate of Education, T l Spur, Saughton
House, Broomhouse Drive, Edinburgh EH1 1 3XD. A copy of our complaints procedure is
available from t h i s office or by telephoning 01 3 I 244 8448 or from our website at
www. hmie. gov .uk.
If you are not satisfied with the action we have taken at the end o f our complaints procedure,
you can raise your complaint with the Scottish Public Services Ombudsman. The Scottish
Public Services Ombudsman is fully independent and has powers to investigate complaints
about Government departments and agencies. You should write to The Scottish Public
Services Ombudsman, 4-6 Melville Street, Edinburgh EH3 7NS. You can also telephone
OS70 0 11 5378 or e-mail [email protected]. More information about the
Ombudsman’s office can be obtained from the website: www.scottishombudsman.org.uk.
Crown Copyright 2004
HM Inspectorate of Education
This report may be reproduced in whole or in part, except for commercial purposes or in
connection with a prospectus or advertisement, provided that the source and date thereof are
stated.
5
Page 45
-sr
AGENDA ITEM NO:
8
EDUCATION & CULTURAL SERVICES COMMITTEE ON: 1 4 DECEMBER
~
2004
REPORT NO:CTY/185/04/EH
(COMMUNITY)
CONTACT OFFICER:
ELIZABETH HORNE, EDUCATION OFFICER
(SUPPORT FOR LEARNING)
(TEL: 0141-578 8662)
SUBJECT:
EDUCATION (ADDITIONAL SUPPORT FOR
LEARNING) (SCOTLAND) ACT 2004
1.0
1.1
The purpose of this report is to bring to the attention of the Committee the proposed
changes in the law as a result of the Education (Additional Support for Learning)
(Scotland) Act 2004.
2.0
SUMMARY
2.1
New legislation called the Education (Additional Support for Learning) (Scotland)
Act 2004, was passed by the Scottish Parliament in May 2004. The Act does not
become law until i t is commenced. This is to allow everyone to prepare for the new
duties in the Act. It is likely that the Act will commence in Autumn 2005.
2.2
The key changes as a result of the Act will include:
the new concept of “additional support needs” which is much wider and more
encompassing than “special educational needs”;
new duties on education authorities and others;
more rights for parents:
new independent mediation services for all parents of children with additional
support needs;
new dispute resolution arrangements for parents, in addition to mediation;
a new Code of Practice which will set out how the new system will operate;
better planning and preparation to post-school life;
removing the current Record of Needs and introducing the new Co-ordinated
Support Plan for those who need it; and
new independent family-friendly Tribunals to hear appeals on a range of issues
relating to Co-ordinated Support Plans.
Page 46
-2-
3.0
RECOMMENDATIONS
3.1
note the new statutory duties for the Council as indicated in the Education (Additional
Support for Learning) (Scotland) Act 2004 and
3.2
request that the Head of Education submits a further report regarding progress in
implementing the changes.
JOHN SIMMONS
Head of Education
Page 47
-34.0
BACKGROUND
4.1
The Education (Additional Support for Learning) (Scotland) Act 2004 was passed by
the Scottish Parliament in May 2004. The Act aims to build on and complement
developments in Scotland’s education system and the wider agenda to integrate and
continue to improve children’s services.
4.2
The Act proposes a major shift in the way in which education authorities identify,
assess and meet the needs of children and young persons with a range of needs. The
Act marks a clear move away from the narrowly defined concept of special
educational needs and introduces the broader notion of additional support needs
which includes all children and young persons who may, for whatever reason,
experience barriers to learning. Additional support needs therefore includes
difficulties which may be of a short term temporary nature as well as those of a more
long term and complex nature. Children and young persons who could therefore have
additional support needs at some point include, for example, Looked After Children,
those with learning difficulties, pupils who have social, emotional and behavioural
difficulties, children with sensory or mobility problems or a young person who is
being bullied.
5.0
FURTHER INFORMATION
5.1
The Act introduces a number of new duties for education. The Scottish Executive’s
summary handout on the Additional Support for Learning Act lists these new duties.
Education Authorities must:
make adequate and efficient provision for each child or young person with
additional support needs, for whose education they are responsible;
keep under consideration the needs and the adequacy of support for each child or
young person with additional support needs;
take account of additional support needs of children in providing school
education generally;
provide appropriate additional support for disabled children under 3 (or under 5 if
not in a public or partnership nursery), where the child has been referred by a
health authority and has additional support needs;
put in place arrangements to identify additional support needs and to consider if a
child requires a Co-ordinated Support Plan (CSP);
meet requests from parents and act on referrals from others (unless unreasonable)
to identify a child’s additional support needs or establish if they require a
Co-ordinated Support Plan;
prepare a CSP if it is established that a child or young person requires one;
when preparing or reviewing a CSP, tell parents about this, inform them of the
outcome and of their rights of appeal, and provide them with a copy of the Plan;
CTYA 85/04/EH
Page 48
-4-
seek and take account of advice and information (including formal assessments
from other agencies e.g. health, social work services);
seek and take account of views of the child and their parents, and any
information they may provide, such as an independent assessment report;
keep under consideration the adequacy of each CSP and formally review each
CSP at least every 12 months, making appropriate adjustments;
review a CSP earlier than 12 months if there has been a significant change in the
child’s circumstances or if parents request this (unless the request is
unreasonable);
publish their policy and arrangements identifying and addressing additional
support needs, what the role and rights of parents and children are and whom
parents should contact to obtain information and advice;
provide independent mediation services for all parents of children with
additional support needs and publish information on these services;
request, and take account of, information and advice from agencies likely to
support the child when he or she leaves school in providing adequate additional
support in the period up to leaving school. This must all be done at least
12 months prior to the expected school leaving date;
provide information to whichever agencies will be responsible for supporting the
young person once they leave school, including FE Colleges, if the young
person agrees. This must be done at least 6 months before the young person
leaves school to allow preparation and planning with other agencies for a
continuum of support; and
ensure that the provision made for those with a Record of Needs is not reduced
before consideration for a Co-ordinated Support Plan has taken place (unless
there is a significant change in needs of the child or young person).
Other Provisions
Other agencies have duties to help each education authority discharge its duties
under the Act unless the request for help is incompatible with the agency’s
duties or unduly prejudices the agency in its discharge of its own functions. For
the purposes of the Act other agencies include any other local authority, any
Health Board or any other agency specified by the Scottish Ministers, which
may include, for example, Careers Scotland and FE Colleges. Each local
authority’s social work services are considered to be another agency for the
purposes of the Act.
In addition, education authorities will have power to help children with
additional support needs who are not in the public education system (other than
disabled children under 5 referred to them - there is a duty towards those
children). For example, children not yet old enough for school or nursery, this
will be whatever type of learning support and advice is appropriate for that child.
CTY/l85/04/EH
Page 49
-5Scottish Ministers are enabled to obliged education authorities to put in place
dispute resolution arrangements to be specified in the Regulations.
Ministers will make provisions (by Regulations) for whom there are transitions
between schools, to ensure that information about children with additional
support needs is forwarded in good time to the next school.
New Rights for Parents
Parents will have new rights to :
request the education authority to find out whether their child has additional
support needs;
request the education authority to find out whether their child needs a
Co-ordinated Support Plan or to review an existing plan;
request a specific type of assessment and/or examination;
request the use of mediation services;
make a placing request to an independent specialist school if their child has
additional support needs;
be informed of the outcome of these requests and any applicable rights of appeal;
receive a copy o f the Co-ordinated Support Plan or, if not eligible for a Plan,
receive advice and information bout their child’s additional support needs;
have their views taken into account and noted in the Co-ordinated Support Plan;
appeal to new independent Tribunals on decisions by the education authority to
prepare or review a Plan, the information in the Plan, including support to be
provided, and a refusal to review a Plan;
make use of dispute resolution arrangements for matters about additional support
needs that are not eligible for formal appeal; and
have a supporter or representative with them at any meeting with the school or
education authority and at hearings o f the Tribunals.
Young people (16+ years who are still at school) will have the same rights as parents.
A New Code of Practice
Rather than guidance, a new Code of Practice will be issued by the Scottish
Executive. The Act has set out key topics to be included in the Code. The Code of
Practice will be developed in collaboration with service users and providers. It will
set minimum standards and will aim to promote more and better joint-planning and
partnership working among agencies, and consistently across Scotland.
Page 50
-6-
6.0
IMPLICATIONS FOR OTHER DEPARTMENTS
6.1
Financial Implications
The financial implications will become more evident once the code of practice has
been produced.
6.2
Legal Implications
There are implications in respect of interpretation o f the Act.
CTY/185/04/EH
Page 51
9
AGENDA ITEM NO:
01
EDUCATION & CULTURAL SERVICES COMMITTEE ON: 14 DECEMBER 2004
REPORT NO: CTY/266/04/ASM
(COMMUNITY)
CONTACT OFFICER:
SANDY McGARVEY, HEAD OF
OPERATIONAL SUPPORT
(TEL: 0141-578 8717)
SUBJECT:
COMMUNITY DIRECTORATE
EDUCATION & SOCIAL INCLUSION &
COMMUNITY DEVELOPMENT
CAPITAL BUDGET -PROGRESS ]REPORT
1.0
PURPOSE
This report provides an update to Committee of the progress being made on the
various projects within the Capital Programme previously approved by Council for
Education, Social Inclusion & Community Development.
2.0
SUMMARY
2.1
A three year rolling programme has been approved and Appendix A outlines the
projects, their budget commitment and progress to date for 2004/05.
2.2
Comments on particular projects where appropriate are included in the narrative
under the section progress and outcome. Progress of this report is as of 25 November
2004.
2.3
The capital monitoring group has been asked to give early consideration to any
projects where implementation is being delayed. This has been reflected in the
current update.
2.4
It should be noted that dippage from 2003/04 has been confirmed by Finance and are
included in the revised budgets.
3.0
RECOMMENDATION
The Committee i s asked to note the content of this report.
SANDY McGARVEY
Head of Operational Support
Page 52
Appendix A
COMMUNITY DIRECTORATE
EDUCATION & SOCIAL INCLUSION &
COMMUNITY DEVELOPMENT
CAPITAL BUDGET - PROGRESS REPORT
CTY/266/04/ASM
Page 53
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Revenue Monitoring 2004/05
EDUCATION & CULTURAL
SERVICES COMMITTEE
SOCIAL SERVICES COMMITTEE
REPORT NO: ACE/l78/04/JU
CONTACT OFFICER
SUBJECT:
1.
ON : 14 DECEMBER 2004
ON : 16 DECEMBER 2004
BY : STRATEGIC DIRECTOR
CORPORATE SERVICES
ACTING STRATEGIC DIRECTOR
- COMMUNITY
-
JOHN URQUHART - FINANCE MANAGER
TEL: 5788207
REVENUE MONITORING 2004/05
PURPOSE
The purpose of this report is to bring to the notice of the Committee the current
year revenue financial performance to date for the services of the Community
Directorate which relate to the remit of this Committee.
2.
SUMMARY
2.1 General
This is the 4thrd report for this financial year in a format that reflects each of
the functional divisions of the directorate. Activity to 24 October 2004 ( period
7 of the financial ledger ) is presented. Narrative and projections are informed
by the latest available financial information.
2.2 Appendices
Appendix A provides an aggregate report on all Community services.
Provides a General Fund and HRA Summary
Appendix Bi provides detail on directorate costs;
Appendix Bii provides detail on Performance & Development service.
Appendix Biii provides detail on Operational Support services.
Appendix C provides detail on Social Inclusion services.
Concerning crosscutting services and of interest to Education &
Cultural Services and Social Services Committees
Appendix D provides detail on Education services
Specifically for the notice of the Education & Cultural Services
Committee
Appendix E provides detail on Social Work services ( i ) and also on
Supporting People spend and funding ( ii )
Appendix F provides detail on Housing General Fund Services ( i ) and also
on the Housing Revenue Account ( ii )
Specifically for the notice of the Social Services Committee.
Page 58
Revenue Monitoring 2004f05
-2-
2.3 Overview
Crosscutting Services - This covers three remits and the main developments
to date are as stated. Full illustration and explanation is given in Appendices
Bi to Biii to this report.
Directorate Costs, - As previously reported, there are no trends or issues as yet
which are expected to materially affect budgetary performance.
Performance & Development - As previously reported. there are payroll
savings due to staff vacancies and delayed APT&C pay award.
Operational Support - Again there are payroll savings due to staff vacancies
and delayed N T & C pay award. No savings have been projected as virement
to support PPP consultancy budget is now considered likely and proposals will
follow in due course. Other themes previously reported i.e. Carefirst system
costs and recovery of accommodation charges at Southbank from the Health
Board are creating budget pressure and remain current. This budget has been
impacted by carry overs from year 2003/04 and these remain to be hlly
committed at time of report
Social Inchsion - As previously reported, there are current payroll savings
due to staff vacancies and delayed recharges and APT&C pay award. At this
stage, these savings now appear to indicate an annual saving on budget that
exceeds turnover target. This i s being further investigated and will be
quantified in the next report to Committee. This budget has also been impacted
by carry overs from year 2003/04 and these remain to be fully committed at
time of report. Full illustration and explanation is given in Appendix C.
Education - There are fewer material changes to the outlook than were
reported at last cycle. Projected savings on teachers and other staff payroll
remain at this stage but these budgets will require extremely close scrutiny for
the remainder of the financial year. This cycle, projected savings on residential
schools costs and clothing & footwear grants and pressure on school transport
contract hires provisions have been identified. Full illustration and narrative on
all factors affecting the Education budget are contained with Appendix D to
this report.
Social Work -. Budget management and savings are beginning to reduce the
considerable financial pressure that goes with continuing service demand
volatility, Service management, with the support of Community senior
management and Finance are constantly considering and pursuing strategies to
contain the overall Social Work budget within cash limits. Progress in this
regard will be reflected in hture revenue monitoring reports to committee.
Further illustration and explanation is contained in Appendix Ei.
0
Supporting People - Appendix Eii details Supporting People spend and grant.
At present, the only projected variation concerns payroll costs and is relatively
minor.
Housing General Fund - The issues affecting this budget are as previously
reported. No new issues have arisen at this stage and projections are
unchanged. Further illustration and explanation i s given in Appendix Fi.
Housing Revenue Account. Additional savings have now been identified
arising from staff turnover. The net effect on rental income of a month’s delay
to Hillhead against losses resulting from high levels of house sales and other
adverse influences now been assessed at a projected annual deficit of E150k.
ACE1 7804com.doc
Page 59
-3-
Revenue Monitoring 2004105
Housing Revenue Account ( continued )
Virement from rental provision to augment the repairs budget is proposed and,
on the face o f it, this worsens the rental deficit outlook. Much however, will
depend on the debt charges position which in previously has generated
substantial savings. Further illustration and explanation is given in Appendix
Fii.
Staff Turnover
The position here is unchanged from that previously
reported in that indications are that the annual savings target for the
Community &rectorate ( &1.2m) can be met and that excess savings within
some individual services are now apparent.
3.
-
RECOMMENDATIONS
It is recommended that the Committee
3.1
3.2
note this report.
approve the virement and adjustment proposals outlined in the appendices
to this report.
J
KAREN MITCHELL
HEAD OF FINANCE & ICT
JOHN SIMMONS
- COMMUNITY
ACE17804com.doc
Page 60
Appendix A
STRATEGIC DIRECTORATE :
COMMUNITY
SUMMARY STATEMENT
ASAT :
24-Oct-04
Budpet
PERLOD :
7
original
current
total
total
(A)
(B)
( C)
SO00
$000
EO00
PO00
PO00
General Fund Accounts
Directorate Costs
578
to date
Actual
commit
Variance
to date
- ment
to date
Full Change
( A - B - C)
Year from P5
578
343
334
496
EO00
PO00
a
a
9
2.6%
0
0
173 25.9%
50
30
-170
0
Performance & Dev't
1,110
1,299
669
Operational Support
7,810
7,549
2,412
2,200
34
Social Inclusion
7,426
7,554
3,9921
2,988
414
Education
75,714
76,792
248
0.6%
Social Work
23,444
23,801
-268
-2.1%
185
185
Supporting People
-585
-267
;Eo00
178
7.4%
590 14.8%
318 -119.1%
I
Housing General Fund
Housing Revenue Account
867
861
117,134
118,625
PO00
PO00
-1,9401
sooo
(I
-220
11.3%
-50
01
869
1,028
1.8%
130
3821
-1,720
so00
sooo
so00
PO00
PO00
Net Expenditure
11,270
11,270
3,264
2,400
800
65
2.0%
53
40
- Reutal Income
-11,039
-11,039
-6,881
-6,733
0
-148
2.2%
-150
-150
23 1
231
-3,617
-4,334
800
-83
2.3%
-97
-110
Page 61
Appendix Bi
COMMUNITY
DIRECTORATE COSTS
ASAT :
PERIOD :
24-0ct-04
7
Actual
Budget
Variance
commit
to date - ment
to date
original
current
total
total
(A)
( B)
t C)
SQOQ
€000
€000
€000
€000
to date
SODO
DIRECTORATE COSTS
Employee costs
Admin. & other costs
Recharge to HRA
I
671
6711
5
5
-98
-98
578
578
3411
I :I
332
2
0
343
334
0
Where budget and variance to date are both zero an error message appears
in the % variance column that it is not possible to divide zero by zero. #DIV/O!
VIREMENT AND ADJUSTMENT PROPOSALS
Amount
From
To
Reason
Page 62
Full Change
EO00
EO00
REVENUE MONITORING NOTES
DIRECTORATE COSTS
Employee costs
The current saving within employee costs continues to be due to the delayed implementation o f the pay award.
Recharge to HRA
The recharge to housing i s actioned at the year end, hence no budget allocation to date.
Page 63
Appendix Bii
I
ASAT ;
PERIOD :
PERFORMANCE
COMMUNITY
24-0ct-04
Budget
7
original
current
total
total
EO00
so00
& DEVELOPMENT
Aetual
commit
to date ment
Variance
to date
Full Change
(A)
I B)
(C )
(A- S-C)
Year fromP5
e000
2000
eo00
to date
-
EO00
0
Music instructors costs
53 1
576
285
285
Other employee costs
688
725
418
297
46
203
64
62
2
3.1%
Government grant
-59
-83
-59
-62
3
-5.1%
Fees & other incomc
-96
-122
-39
-86
1,110
1,299
669
496
0.0%
121 28.9%
47 -120.5%
0
173 25.9%
Where budget and variance to date are both m an error message appears
Amount
From
To
Reason
Page 64
O
0
OI
01
50
301
PERFORMANCE & DEVELOPMENT
Budget has been amended in line with agreed carry over from 2003/04. Expenditure remains to be committed in that
regard and has not been phased in.
There are vacancies within the dept as previously reported and the delayed implementation of the pay award is
impacting to an cxtent.
Overall it is likely that savings in excess o f staff turnover expectation can now be expected and, on the basis of
performance to date, a figure o f f50k does not seem unreasonable.
The saving currently shown for the above i s being partially offset by a charge within course fees which should be
recouped during the year.
Fees & other income
Surplus to date relates to f48k received for the Youth Music Initiative. Income and expenditure budgets will be
amended for next cycle in line with planned activity..
Page 65
Appendix Biii
OPERATIONAL SUPPORT
ASAT :
PERIOD :
24-Oct-04
7
Employee costs
Aftual
Budget
commit
to date - ment
Variance
to date
Full Change
( A - B-C)
Year fromP5
original
current
total
total
(A)
f B)
C)
;Eo00
so00
SO00
€000
eo00
to date
3,048
3,018
1,628
1,462
Property costs
453
453
292
287
Agency costs
291
575
23 1
196
Transport costs
222
222
104
96
333
321
182
163
-31
-74
-25
-4
4,316
4,521
377
371
3,117
2,651
Fees & other income
Insurance recharges
O1
01
eo00
19
166
10.2%
-14
-4.8%
35 15.2%
15
-7
-6.7%
19 10.4%
-21
84.0%
178
7.4%
0
0 #DIV/O!
0
0
0 #UlV/O!
0
Where budget and variance to date are both zero an ermr message appears
Amount
From
To
Reason
Page 66
-j
1
0
OPERATIONAL SUPPORT
Employee costs
The overall saving to date i s due to the delayed implementation of the pay award and a continuing high level of vacancies.
However it is now expected that excess savings will be required to augment PPP consultancy provision.
The year end forecast is in relation to the Carefirst project, as detailed in the previous report to Committee. No funding
alternative has as yet been finalised.
Agency costs
Budget has been amended in line with agreed carry over fkom 2003/04. Expenditure remains to be committed in that
Fees & other income
As previously reported, charges to the Health Board for accommodation at Southbank are under review and recovery is
uncertain.
Page 67
COMMUNITY
SOCIAL INCLUSION
& COMMUNITY DEVELOPMENT
ASAT :
PERIOD :
24-Oct-04
7
Budget
Aftual
I
Variance
commit
to date ment
to date
-
original
current
total
total
(A)
f B-~
)
(C)
2000
$000
E000
€000
EO00
to date
Full
(A- B-C)
Year fromP5
e000
Change
0000
PO00
Employee costs
4,910
5,624
2,976
2,478
141
357
12.0%
0
0
Property costs
1,082
1,096
705
379
313
13
1.8%
0
0
645
1,196
371
352
19
5.1%
0
0
Agency costs
1,280
1,184
436
282
134
30.7%
13
0
National Priorities Actio
3,165
2,209
0
0
0
0
Pre 5 partnership costs
955
948
639
621
Grants & donations
508
508
466
498
502
574
294
-4.369
-4,605
Sales, fees Sr charges
-283
Other income
Supplies & services
Government grants
Corporate SLA charges
20
0 #DIV/O!
18
2.8%
0
0
1
0.2%
0
0
255
39
13.3%
-10
-10
-I,I 78
-1,192
14
-1.2%
0
0
-313
-I 42
-1 26
-16
11.3%
0
0
-9 69
-1,333
-575
-559
-27
11
-1.9%
0
0
7,426
7,088
3,992
2,988
414
590 14.8%
3
-10
0
466
0
0
0
0
-33
0 #DIV/O!
in the % variance column that it i s not possible to divide zero by zero. #DIV/O!
Amount
From
To
Reason
Page 68
SOCIAL INCLUSION & COMMUNITY DEVELOPMENT
Employee costs
Commitment to date relates to the estimated charge to be made to the Children’s Change Fund from Social Work,
Significant staff turnover savings have been incurred under Active Schools and Addiction services.
The pay award not yet actioned accounts for f87k o f the saving to date.
Overall it appears likely that savings in excess of staff turnover can now be cxpccted. However, hrthcr investigation
is required before an annual saving can be estimated.
Property costs
Facilities Management contract costs have been committed. N o year end variation i s expected at this stage.
Supplies & services
Agency costs
The Children’s change budget has yet to be fully applied or committed. However no year end variation is expected in
that regard.
Budget has been amcnded in line with agreed carry over from 2003/04. Expenditure remains to be committed in that
Advertising costs are showing a prcssurc of f10k to date.
Page 69
Appendix D
STRATEGIC DIRECTORATE :COMMUNITY
EDUCATION
iS AT :01 November 200
Budpet
'ERlOD : 7
original
current
total
total
to date
I
SO00
EO00
Teachers payroll
Actual
commit
Variance
to date
- ment
to date
Full Change
( A -B-C)
Year fromP
(A)
( B)
( C)
eo00
EO00
MOO
51,236
52,152
25,211
24,790
9,821
10,146
5,656
Property costs
7,499
7,507
Supplies & services
4,021
Agency costs
I
212
eo00
EO00
209
0.8%
260
5,413
243
4.3%
63
5,372
5,394
-22
-0.4%
64
4,039
1,528
1,538
-7
-2
-0.2%
2,453
2,807
1,055
969
121
-35
-3.3%
Residential schooIs
1,177
1,177
726
726
0
0.0%
60
Transport costs
2,492
2,504
1,317
1,305
89
-77
-5.9%
-69
Government grants
Sales, fees & charges
Other income
634
628
315
278
31
7
2.1%
8
-917
- I ,548
-1,062
-94s
-24
-43
4.1'5
-43
-1 -928
-1,928
-685
-669
-16
2.3%
-774
-692
-339
-323
-16
4.8%
15
75,714
76,792
39,095
38,426
248
0.6%
358
Amount
From
To
Reason
Page 70
421
I
EDUCATION
Teachers payroll
Teachers' recently accepted a 4 year pay deal, commencing with 2.9% for 2004/05. This has resulted in a 0.1%
corporate saving on the 3% budgeted figure. The saving to date is E25k and the full year saving will be E49k.
As previously reported the September Pupil Roll Adjustment suggest savings of S260k across the primary and
secondary sectors due to falling pupil numbers.
It is possible that the current projection will alter. More temporary teachers could gain employment rights,
promoted post structures are subject to change, there is to be a further job suing exercise, the impact of the
probationers' programme is still to be assessed and temporary teachers' absence cover is always difficult to predict.
Pay negotiations for APT& employees have still to be concluded. An assumption of a 3% pay award was built
into the budget, which equates to El 62k to date.
The savings accrued due to the Nursery Nurses' strike, which did not settle until May '04, have been reassessed
due to further payroll analysis resulting in a saving of E63k. The resources to fund the cost of implementing the
new pay structure have still to be accessed.
Property costs
Continuing from the position previously reported, water meter charges are now E1 16k over budget provision .It
remains the expectation that this should be offset by savings in sewerage rates if the charges for "waste water" are
included in billing. This is being investigated further by Directorate and the Energy Manager.
The E lOk saving in janitors' council tax, due to reduction in number o f tied houses, remains unchanged.
Energy costs are running E24k above thc budget profile. Information is required from the Energy Manager to
establish if increases in energy prices at a national level will impact on current contract arrangements.
The cost to date o f the clean up at St Ninian's High School is E101k. This matter will be further reported once all
costs have been incurred and identified..
Agency costs
Payments to the Scottish Qualifications' Authority are running at approx. E52k higher than anticipated at this stage
of the year. This is due to increases o f up to 20% on the cost of presentations. The Scottish Executive has
acknowledged this pressure and is making additional funding available to ease the situation.
The cost of EDC children with special educational needs attending schools in other local authority areas is
showing a small saving of approx. E12k at this stage. This will be investigated further to ascertain if it will
continue to the end of the financial year.
Residential schools
The performance of the Residential Schools Fees budget is difficult to predict due to the volatile nature of demand
plus the expensive cost of care packages. The average cost of a current placement i s E70k. At one point changes
to the number and content o f care packagcs suggested a possible saving o f approx. ElOOk however this has
reduced to a potential saving of f6Ok after revised charges from Social Work for split placements.
Transport costs
The latest SPT projections are in line with E9k strain on the budget, previously reported. The cost of contract
hires has exceeded budget provision in the primary sector and the secondary and special sectors are under
pressure. Demand for and costs of contracts are greater than anticipated and more work on a final year end
position is required, however a E60k annual excess is estimated at this stage.
Demand on the footwear and clothing grant budget has not reached anticipated levels. An E8k saving appears
Government grants
The full year cost of the McCrone job sizing exercise o f promoted teaching staff, carried out in 2003/04, was
E2 16k. As job sizing costs were fully met by the Scottish Executive in 2003/04, it was anticipated that this would
continue into 2004/05. However, the grant was restrictcd to 80% of costs which results in a shortfall of E43k.
School meals income is running at a lower level than anticipated at this stage o f the year. The outturn position
will be reassessed after a further report by Connect Services on the Hungry for Success Initiative.
Other income
Budget adjustments, as detailed in last cycle's report, has eased the pressure on nursery fees budget. The level o f
fees received will be closely monitored.
Income from other local authorities, for placement of children with special educational needs within EDC
establishments is exceeding budgeted levels for the period April '04 - June '04, by approx E15k. This is due to a
small number of children retaining their places after Christmas '03. The outturn position will be re-assessed after
the Christmas break.
Page 71
Appendix Ei
COMMUNITY
SOCIAL WORK
SAT :
'ERIOD:
24-Oct-04
7
Budyet
original
current
total
total
to date
SO00
Employee costs
EO00
I
(A)
I
Actual
commit
Variance
to date
- ment
to date
Full Change
( A - B-C)
Year fromP51
( B)
tC)
€000
€000
I
I
eo00
€000
11,804
11,816
6,453
6,228
225
277
300
168
109
Supplies & services
1,091
1,086
567
Nursing home payments
6,590
6,590
Supplementation
5,672
Daycare
e000
€000
3.5%
142
0
59
35.1%
-22
0
368
199
35.1%
0
0
3,294
3,532
-238
-7.2%
-347
149
9,645
4,825
4,356
469
9.7%
-125
0
2,327
2,224
1,112
984
128
11.5%
48
128
640
952
477
267
210
44.0%
152
-26
Private providers
1,025
953
498
441
57
11.4%
-104
-36
Payments to Vol Org's
1,748
1,827
1,051
945
106 10.1%
-115
7
Childcare
413
461
260
369
-109
-41.9%
-263
-18
Transport costs
639
644
323
269
54
16.1%
-19
0
398
680
389
247
142
36.5%
180
150
Government grants
-238
-238
0
-16
0
0
Sales. fees & charges
-907
-5,104
-2,551
-2,622
-2.8%
389
0
-8,035
-8,035
-4,017
-2,360
-1,657 31.2%
0
0
23,444
23,801
12,849
Property costs
Other agency costs
Other income
16 #DIV/O!
71
0
-268
-2.1%
Amount
From
To
Reason
Page 72
SOCIAL WORK
Employee costs
Staff recruitment & retention problems are continuing. Savings may increase but further investigation is needed before
this can be quantified.
Property costs
Pressure on facilities management costs has been previously reported. There are no other issues known at this stage.
Nursing Home payments
Pressure on budget previously reported has been managed and reduced through turnover in placements. Consolidation
of this progress will be the focus of budget management for the remainder o f the financial year.
Supplementation
Although spend profile is behind the anticipated level, there i s an underlying pressure trend that i s being closely
monitored accordingto the service's overall budget strategy for this year.
Daycare
It is now recognised that there will be a saving on daycare costs for this year. Previously, the financial impact of
children moving to adultcare and requiring daycare supports had been etimated. The paperwork in relation to this has
been completed and quantified and there i s a saving projected of &48k.
Other agency costs
The projected saving on this budget, due to delay in implementation of childcare developments,has been reduced as a
result of realignment o f supported carer provision.
Private Providers
Pressure on this budget is increasing. This is because homecare for high priority and high risk cases continues to be
provided and these are difficult to predict.
Payments to voluntary organisations
Secure placement costs are placing a burden on this provision. There i s a slight reduction in projection in line with
current demand.
Childcare
The Council has an absolute statutory obligation in terms of children at risk. Due to the low baseline of services and
foster carers within East Dunbartonshue, placements require to be made outside the authority which can be extremely
costly. Current demand indicates an increase in projected costs.
Transport costs
Pressure on this budget relates to the associated transport charges for children and adults attending daycare, respite or
residential school placements.
It is unlikely that the CFCR provision for the new respite unit, will be required t h ~ syear. Commitment at the financial
year end will depend on the Councils overall position at that time. Additional savings relate to holiday and sickness
cover for carers
A surplus is expected due to the full impact of recharges to Supporting People for housing support services.
Other income
Phasing of Health Board resource transfer receipts continues to deviate from expected profile. No year end variation i s
expected at this stage.
Page 73
Appendix Eii
SUPPORTING PEOPLE
~~
ASAT :
PERIOD :
24-Oct-04
Budpet
7
original
Actual t o d t
current
to date
- ment
to date
I
Employee costs
total
total
( A1
IB)
I C)
so00
€000
15000
E000
€OQO
183
184
101
74
Variance
to date
Full Change
( A - B-C)
Year fromPS
15000
27
26.7%
23
0
0
0.0%
0
0
0
Payments to providers
5,344
5,344
2,658
2,471
187
7.0%
0
Government grants
-5,189
-5,189
-3,027
-3,131
104
-3.1%
0
-155
-155
0
0
0 #DIV/O!
185
185
-267
-585
318 -119.1%
Fees & charges
I
in the % variance column that i t is not possible to divide zero by zero. #DIV/O!
Amount
From
To
Reason
Page 74
0
0O I
SUPPORTING PEOPLE
There are at present no matters which merit detailed report or are indicative of M e r year end variations
Page 75
Appendix Fi
HOUSING GENERAL FUND
SAT :
'ERIOD :
24-Oct-04
Budget
7
original
current
total
total
(A)
(B)
f C)
EO00
15000
2000
eo00
eo00
to date
Actual
commit
Variance
to date
- ment
to date
Full Change
( A -B-C)
Year fromP!
so00
€000
Employee costs
873
873
43 1
401
Other operating costs
311
311
174
237
14,609
14,609
6,203
6,463
211
211
0
0
-15027
-15,027
-8,746
-8,819
73
-1 10
-110
-2
-2
0
867
867
-1,940
-1,720
Benefits payable
Goveriiment grants
Other income
30
7.0%
-63 -36.2%
-260
-4.2%
0 #DIV/O!
0
-220
-0.8%
0.0%
11.3%
Amount
From
To
Reason
Page 76
-so
-50
EO00
REVENUE MONITORWG NOTES
GENERAL FUND HOUSING
Employee costs
Some E12k of the current saving arises horn delayed implementation o f budgeted pay award. This is a temporary gain only..
Savings which accrue which are in excess of staff turnover target will be used to offset savings requirement within the
General Fund Housing revenue budget.
As prevlously reported, pressure on the Council's provlsion tor bed k!.
breakfast accommodation provision has been
increasing.
It is anticipated recent legislative changes concerning the use this type of accommodation will have a financial impact. This is
being investigated and w
ill be reported upon next cycle.
Page 77
Appendix Fii
COMMUNITY
ASAT :
PERIOD :
HOUSING REVENUE ACCOUNT
24-Oct-04
Budpet
7
original
current
Actual co&t
total
total
(A)
(B)
(C)
so00
65000
go00
e000
~000
to date
Variance
- ment
to date
to date
Full
(A- B-C)
Year f r o m P
fOOO
5000
62
5.5%
-17
-0.9%
-3
-1.2%
Employee costs
2,103
2,103
1,128
1,066
Repairs & maintenance
3,119
3,119
1,819
1,036
Other property costs
669
669
209
212
Transport costs
247
247
0
0
559
559
113
88
Recharges - other dep'ts
365
365
0
0
0 #DW/O!
750
750
0
0
0 #DIV/O!
3,650
3,650
0
0
0 #DIV/O!
-1 92
-1 92
-5
-2
-3
60.0%,
-1 1,039
-1 1,039
-6,881
-6,733
-148
2.2%
-3,6171
-4,334
-83
2.3%
Capital financing costs
Other income
Income from rents
231
2311
soa
Changt
so00
53
41
-150
-15
-97
-11
0 #DIV/O!
25
8oa
22.1%
L53,OOO
Income from rents
Repairs & Maintenance
Due to the unbudgeted delay in transferring the Hillhead
stock. Transfer budgeted to occur by the end of May
I
I
I
lactually transfer took place a month later. Necessary
expenditure was incurred on this stock during this
month.
Page 78
I
HOUSING REVENUE ACCOUNT
Employee costs
Approximately f25k of the current variance arises from delayed pay award. Remaining savings are due to staff turnover.
Previously it was reported that there would be a year end variance o f E1 3k due to an early retiral o f a member o f staff.
It i s now anticipated that there will be a further saving of E40k due to vacant posts remaining unfilled
The current variation is the total of a number o f minor cash flow differences. No year end variations are expected at this stage.
Income from rents
In view o f additional rental income arising from delayed stock transfer and the impact o f higher council house sales than were
planned for, a reprofiling exercise has been undertaken, and if current trends continue, a net deficit o f E150k is now predicted.
Other factors which have adversely affected the position include a fire in a multi occupancy flat and reduced use of the stock for
homeless accommodation.
Page 79
a
1I
I
AGENDAITEMNO:
EDUCATION & CULTURAL SERVICES COMMITTEE
,
ON: 14 December 2004
(COMMUNITY)
CONTACT OFFTCER:
OPERATIONAL SUPPORT
(TEL: 0141-578 8717)
SUBJECT:
1.o
IMPROVED FUNDING FOR SCHOOLS -
PURPOSE
1.1.
The purpose of this report is to update the Education and Cultural Services
Committee on the progress o f the PPP Project since the last committee meeting,
2.0
SUMMARY
2.1
The background section o f this report expands on the progress points below.
2.2
Service Retention (FM submission to the Scottish Executive)
2.3
Statutory Consultation
2.4
Arrangements for Consultation and Communication
3.0
RECOMMENDATION
3.1
Note the current progress of the project.
Sandy McCarvey
Page 80
-2-
4.0
BACKGROUND
4.1
Service Retention (FM Submission to the Scottish Executive)
On Wednesday 24thNovember, Councillor John Morrison, Sandy McGarvey and Jim
McGregor met with Tom McCabe, Minister for Finance and Public Services Reform
to present a detailed case for the retention of soft FM services with arrangements for
the procurement of cleaning being the dominant issue.
The Scottish Executive Financial Partnerships Unit had recommended that the
procurement of cleaning should proceed on the basis of a mandatory variant with
Council representatives presenting the case that this would not be the best option by
making due reference to the integrated nature of FM provision, value for money
assessment, optimal transfer of risk and employee terms and conditions.
It is anticipated that a decision will be made by the Minister within the next few days
and that this and the options arising from it will be the subject of a report to Council,
4.2
Statutory Consultation
Proposal t o Amalgamate Bishopbriggs High School and Thomas Muir High
School
The process of statutory consultation, in relation to the proposed amalgamation of
Bishopbriggs High School and Thomas Muir High School, is well advanced with
officers having analysed the consultation responses and concluded that the proposal
to amalgamate the schools should proceed. Subject to Council having approved the
relevant recommendation, the proposal will be submitted to the Scottish Ministers for
their consent in terms of the 1981 Regulations.
Proposal to build the new Bearsden Academy on the former St. Andrew’s
Campus site
The process o f statutory consultation, in relation to the proposed re-siting of Bearsden
Academy on the former St. Andrew’s Campus site, is underway with responses due to
be submitted by Wednesday 22 December 2004 at the latest. These responses will be
analysed by officers and will constitute the basis of a subsequent report to be
submitted to Council.
4.3
Arrangements for Consultation and Communication
Four weekly meetings with secondary Head Teachers are an important feature o f the
ongoing consultation process. These meetings are intendcd to address such key issues
as design o f the new schools and accommodation within them. In addition, there have
been meetings with teaching staff subject representatives to discuss the layout and
configuration of rooms.
The draft detailed consultation chart (Appendix 1: School Community Chart:
Consultation Process) also allows for consultation with non-teaching staff, pupils and
Social Inclusion and Community Development (SICD) staff.
CTY/263/04/ASM
Page 81
-3-
In addition, it can be noted from the chart that consultation with school boards,
church and community groups and staff within appropriate departments o f the
Council is projected.
5.0
IMPLICATIONS
5.1
Human Resources
None
5.2
Legal
None
5.3
Financial
None
CTYl263lQ4lASM
Page 82
APPENDIX 1
School Community Chart:
Consultation Process
MONDAY llTH OCTOBER 2004
CTY/280/04/JS
Page 83
U
I
d
I
5
.-U
a
L
bm
e
e
-J
Page 84
-sr
/"
AGENDA ITEM NO:
(COMMUNITY)
CONTACT OFFICER:
OPERATIONAL SUPPORT
(TEL: 0141 578 8717)
SUBJECT:
STANDARDISATIONOF SCHOOL
HOLIDAYS - COSLA PETITION SUBMITTED
TO THE SCOTTISH EXECUTIVE
1.0
PURPOSE
1.1
To provide members with information on a petition submitted by COSLA to the
Scottish Executive on the standardisation of school holidays across all local
authorities.
2.0
SUMMARY
2.1
In response to a petition submitted to the Scottish Parliament, the COSLA Education
Executive Committee agreed at its meeting on 21 September 2004 to canvass
Councils for their views on the standardisation of school holidays
2.2
A copy of the COSLA Education Executive Group report is attached as Appendix 1.
3.0
RECOMMENDATION
It is recommended the Committee
3.1
Note the COSLA Education Executive Group report attached as Appendix 1 to this
report.
3.2
Support the standardisation of school holidays across all authorities and advise
Officers to respond to COSLA by 17 December 2004.
SANDY McGARVEY
CTY/252/04/ASM
Page 85
1.2
-2-
4.0
BACKGROUND
4.1
Members will be aware that the setting of the school holiday pattern is the
responsibility of each local authority in Scotland. In line with the School Boards
(Scotland) Act 1988, School Boards have a power, after consultation with the
education authority, to fix occasional holidays during term time.
4.2
Since re-organisation, Councils in the West of Scotland have attempted, as far as
practicable, to set a consistent pattern for school holidays, whilst recognising that a
completely consistent approach could not be taken due to the need to take into
account local circumstances.
4.3
In a further attempt to set a recognisable pattern for school holiday dates, the
Education and Cultural Services Committee, at its meeting on 12 February 2003,
agreed that a fixed pattern should be adopted each year for the undernoted holidays
Easter break - first two weeks in April (recognising that cognisance is taken
of the Good FridayiEaster Monday holiday when it falls outwith this period)
October break - third week in October
Christmas break - schools close prior to Christmas Eve
Summer break - schools closure date to remain in June
Retention of 2 in-service days at the beginning of the school session
5.0
FURTHER INFORMATION
5.1
Glasgow City Council and North Lanarkshire Council have also adopted the fixed
Easter break arrangement that mirrors the East Dunbartonshire arrangement. North
Lanarkshire Council also has the same fixed October break as this authority.
5.2
COSLA is now seeking the views of Councils across Scotland on the issue of
standardising school holidays and will reflect these views to the Scottish Parliament.
A response is requested by 17 December 2004.
6.0
Finance - Nil
Legal - Nil
Human Resources - Nil
CTYl252104lASM
Page 86
APPENDIX 1
COSLA
Education Executive Group
21 September 2004
Item
PETITION ON THE STANDARDISATION OF SCHOOL HOLIDAYS
Purpose
This report asks the Executive Group to decide whether COSLA should
1.
undertake work in response to a request from the Scottish Parliament Public
Petitions Committee to comment on a petition which calls for the standardisation of
school holidays.
Background
On 29 June the Public Petitions Committee considered Petition 747, which
2.
calls on the Parliament to urge the Scottish Executive to work with COSLA to
standardise school holidays across all local authorities.
Page 87
3.
The Committee’s discussion is attached as Annex 1 (English text only). The
Committee noted that the former Minister for Education provided a written answer on
this issue in May 2001. The text of the written question and answer, referring to
correspondence between the Minister and individual local authorities in 2000, are
attached as Annex 2.
4.
The Committee has asked COSLA for its views on the standardisation of
school holidays. The Committee can, if it wishes, oblige COSLA to submit evidence.
5.
COSLA has not previously expressed a view on the standardisation of school
holidays. Individual Councils responded to a request from the former Minister for
Education in 2000 and, as a separate exercise, COSLA informally asked Councils for
their views in early 2001,
Councils’ informal views were considered by COSLA’s former Education
Network in March 2001. It was clear that Councils had a strong adherence to local
holidays and traditional breaks, with no desire for national standardisation. However,
Councils do consult neighbouring Councils about holiday dates and some Councils
publicise holiday dates up to two years in advance, to facilitate planning by parents
and employers. The Education Network noted the report.
6.
7.
The Executive Group is asked to decide whether COSLA should now
undertake work on the standardisation of school holidays as part of its Business Plan
and, if that work is authorised, whether COSLA should formally survey Councils for
their views on the subject.
Bob Christie - Corporate Adviser
0131 474 9269 bobQcosla.gov.uk
CTY/252/04/ASM
Page 88
Annex 7
Scottish Parliament
Public Petitions Committee
Tuesday 29 June 2004
School Holidays (Standardisation) (PE747)
The Convener (Michael McMahon): Good morning and welcome to the 12th
meeting in 2004 of the Public Petitions Committee. The first item on the agenda is
the consideration of new petitions, the first of which is petition PE747, in the name of
John Macleod. The petition calls on the Parliament to urge the Executive to work with
the Convention of Scottish Local Authorities to standardise school holidays
throughout all local authority areas in Scotland throughout the year. I welcome John
Macleod, who is present to give evidence in Gaelic in support of his petition. He has
three minutes to make his opening remarks, after which members will ask questions
on the issues that he raises.
lain Macleoid: Thank you, convener and committee members. The petition requests
the Scottish Parliament to urge the Scottish Executive to work with COSLA to aim for
standardised school holidays throughout the year in all local authorities in Scotland.
Scotland is a small county-32 local education authorities run focal education
matters. As I understand it, it is entirely up to the local authorities to decide on the
school holidays for their district from year to year. That has resulted in there being
different holidays in different districts, even in districts that are next to each other. For
example, for this year's Easter holidays, the Dumfries and Galloway schools broke up
on 26 March, but the Borders schools did not break up until 2 April. Although the
Western Isles and Highland schools broke up for Easter at the same time-on 26
March-they break up at different times in the summer. The schools on the islands
broke up on 25 June, but in the Highlands, the date is 2 July.
Although a day or two of difference here and there is appropriate to take into account
local holidays, it is difficult to understand why there should be a whole week of
difference between districts, especially given that, to a great extent, pupils work on
the same curriculum and they have national exams at the same times. The situation
causes uncertainty and difficulties in different contexts. For example, difficulties arise
for families in which children want to visit cousins and friends throughout Scotland
during their holidays. In the Gaelic world, events such as the Royal National Mod and
the local feisean, or festivals, take place during school holidays, but when school
groups come together, some of the schools are on holiday and some are not.
From time to time, local authorities consider even broader changes. For example, the
City of Edinburgh Council is in talks with parents and school groups about changes to
the school year so that it would consist of five terms. The February holidays would be
cut and the Easter holidays would be fixed to fall in the first fortnight in April every
year. That would result in even greater differences between Edinburgh and other
areas.
I am not saying that one council is right and others are not, but I think that the
Government should take the matter in hand before the situation becomes even more
confused. I urge the committee to take the difficulties to the Executive and COSLA so
that they can try to achieve a settlement on the subject of Scottish school holidays so
that, in the future, the holidays are as close together as is possible and appropriate.
CTY/252/04/ASM
Page 89
John Farquhar Munro (Ross, Skye and Inverness West) (LD): Good morning,
lain. The fact that you have expressed your opinions in Gaelic gives me and many
people in the Gaelic world much happiness.
The issue has been debated for many years and it has caused trouble not just
between schools, but between parents and children who go to school. Is it your
intention that the Easter, Christmas and summer holidays would fall on the same
days, or are you simply asking for the summer holidays-not the Christmas and
Easter holidays-to be the same?
lain Macleoid: I meant that, as far as possible, the schools should have the same
holidays all year. Some take only a long weekend in February and some get a whole
week. In February, there was a feis, or festival, in Edinburgh that lasted a whole
week, but some children from other areas of Scotland could not come because they
did not get the same holidays. Sometimes, the council shortens the holiday and, if
the festival is a week long, that causes us problems with deciding when to hold it. All
the schools should have the same holidays in February, in the summer, in October
and at Christmas.
John Farquhar Munro: I understand that if there were to be a change, some of the
private schools would have to come on board. However, we would need to get
opinions from them. That could cause problems.
lain Macleoid: That is true. I did not really think about the private schools; I was
thinking generally about the state schools throughout Scotland.
John Farquhar Munro: There is a question about the Executive's and COSLA's
opinions. Has the issue been raised with COSLA and the Executive before now? If
so, what answers did they give?
lain Macleoid: I do not think that the issue has been considered before now at all. I
did a little research: I phoned nine of the 32 councils and I found that there is a very
big difference between each of those councils. That is why I submitted the petition.
John Farquhar Munro: I have been hearing the same complaints over many years
and am of the opinion that something should happen to make sense of the holidays
and ensure that they fall on the same day regardless of where the schools are.
Therefore, I support your opinion and I hope that the committee supports you
strongly as well.
The Convener: In response to the question about whether the issue has been
considered previously, I point out that, on 11 May 2001I there was a written answer
from Jack McConnetl, who was then Minister for Education, Europe and External
Affairs, in which he said that he was considering further the detailed responses to
questions that had been put to COSLA and the local authorities about the matter.
There has been no progress since then, but the issue has been raised with the
Executive before, and we should take that on board when we are considering the
matter. We are three years on from a written answer on the point that Mr Macleod is
making to us today and there is still no progress on it.
Linda Fabiani (Central Scotland) (SNP): I am concerned about the specific needs
of particular areas. For example, when I lived in a holiday resort, the practice was
that the summer school holidays were shorter but the October break was extended
so that traders and their families could have a two-week holiday then.
CTYl252/04/ASM
Page 90
lain Macleoid: I understand that such changes could be made throughout the
country. Ours is a small country and, at this point, there are 32 councils; some years
ago, there were nine regional councils and the situation was not as difficult as it is
today. We must examine the situation and consider local needs if there are any. I
understand that it is appropriate to have odd days of difference from region to region,
but I do not understand why there should ever be a week of difference through the
year.
Mike Watson (Glasgow Cathcart) (Lab): The petition has set my memory racing.
Although it will definitely date me, I can recall the time before the October holidays
were standardised. I used to get the tattie howking holidays-the week in October for
the potato picking. Although I did not live in a rural area-I lived in Perthshire, just on
the outskirts of Dundee-the city schools did not get the holiday.
I also remember the Easter holidays not quite coinciding with Easter itself; to some
extent, those vagaries have lingered on. A friend of mine who was in Glasgow
yesterday was surprised to see so many youngsters around the city. He had not
realised that, although the Dundee schools do not finish until this week, the Glasgow
schools had finished last week.
Your response to John Farquhar Munro's question dealt in the main with the subject
of my question. There are benefits of having standardised summer, Easter and
Christmas holidays and perhaps also of having a standardised week in October.
However, do you accept the benefits of having localised weekend holidays?
I know that people from other parts of the UK-from England, for example-find it
beneficial to come up to Scotland on bank holiday weekends because, due to our
different bank holiday dates, places are not closed here. Surely a distinction needs to
be drawn between weekend holidays and the main school holidays. I am 100 per
cent behind your aim of standardising the school holidays throughout Scotland.
lain Macleoid: I agree that Friday and Monday holidays could be held at different
times in different parts of the country, Even though that might be the case, it would
not have too much of an effect on my main point that the main Easter, summer,
autumn and Christmas holidays should be held on dates that are as close together
as possible.
Helen Eadie (Dunfermline East) (Lab): I agree with Mike Watson's point that we
should distinguish between main holidays and local bank holidays. When I was a Fife
Council councillor, I received many representations from parents who were unhappy
about the differences in school holiday arrangements between different local
authority areas. For example, a husband who worked in Fife might have holidays that
were different from those of his wife who worked in the Lothians. It is very often the
case in Fife that, by the time Easter arrives, the schoolchildren are back in school.
Have you discussed the issues at local level? Have you met councillors, the
chairman of the education authority or the leader of the administration?
lain Macleoid: I did not meet any representatives at the local level. I am simply
aware of the situation and the difficulties that arise as a result. I have information on
events in the Gaelic world that are affected by holidays. I am also aware of the City of
Edinburgh Council communication about holidays. In submitting the petition, I am
trying to get some kind of settlement of the situation at the national level.
CTYf2521041ASM
Page 91
The Convener: I sense a general feeling of support for the petition. Mr Macleod has
raised an issue of practicality that would help a lot of people. The Executive has
considered the issue previously, but it is obvious that not much progress has been
made. What should we do with PE747?
Helen Eadie: We could write to the Executive asking for its view on the subject. At
the same time, we could write to the Convention of Scottish Local Authorities to seek
its views on the issue.
The Convener: Are members happy with that suggestion?
Members indicated agreement.
The Convener: Thank you for bringing the matter to our attention, Mr Macleod. We
will let you know what the responses are.
CTYl252104lASM
Page 92
Annex 2
Written Question
Pauline McNeill (Glasgow Kelvin) (Lab): To ask the Scottish Executive whether it will
give consideration to standardisation of the Easter school holidays across Scotland to avoid
annual variance in the length of the summer term given the adverse impact current
arrangements may have on pupils from different year groups and local authorities sitting
examinations.
Written Answer
Mr Jack McConnelI: Following representations received about different dates set in
different areas, officials wrote to authorities in February last year to ask how holidays were
currently co-ordinated between authorities and what could be done to improve liaison in the
future. In response, most authorities indicated that they held discussions with their neighbours
with a view to securing a consistent approach although complete consistency could not
always be achieved because of local circumstances and local holidays. I am considering the
detailed responses further.
CTYl252104lASM
Page 93
AGENDA ITEM NO:
13
REPORT NO:CTY/275/04/GRS
CONTACTOFFICER:
(COMMUNITY)
GORDON R SMITH, HEAD OF PERFORMANCE &
DEVELOPMENT
761-4810
SUBJECT: INTERIM PROMOTED POST STRUCTURES 2003/04, RELAXATION
OF RINGFENCED ADVERTISING ARRANGEMENTS
1.0
PURPOSE
To seek to attract, suitable applicants for Principal Teacher posts within East
Dunbartonshire Schools by varying an aspect of report number CTY/l12/03/GS that
was agreed by the Education and Cultural Services Committee on 5 June 2003.
2.0
SUMMARY
2.1
Report number CTY 112/03/GS (Education and Cultural Services Committee 5 June
2003) created the framework for interim promoted post structures in our schools for
session 2003/04. This was required as a result of the national McCrone Agreement
which deleted posts of Assistant Head Teacher, Assistant Principal Teacher and
Senior Teacher.
2.2
One aspect of the report related to restricting applications for new Principal Teacher
posts to existing Assistant Principal Teachers and Senior Teachers for the duration of
the relaxation of legislation related to the recruitment and selection of teachers.
2.3
This legislative relaxation was due to cease in March 2004, but was then extended to
2004. A significant number of new Principal Teacher posts have been successfully
filled through internal recruitment. However the number of former Senior Teachers
and Assistant Principal Teachers seeking to apply for new posts has now significantly
reduced to the extent that the department is currently experiencing delays in filling
posts due to this ‘additional’ step in the process.
2.4
The Local Negotiating Committee for Teachers (LNCT) agreed the terms of the
following recommendations on 22 November 2004.
3.0
RECOMMENDATIONS
The Education and Cultural Services Committee i s recommended to agree that:-
3.1
the ring fenced arrangements described in report number CTY/l12/03/GS should be
discontinued;
3.2
all posts of Principal Teacher may be advertised initially on an authority wide basis
and thereafter if there is no suitable applicant on a national basis;
Page 94
-2-
3.3
former Assistant Principal Teachers and Senior Teachers covered by report
CTY/112/03/GS should be guaranteed inclusion on any appropriate short leet subject
to application and meeting the essential requirements of the post; and
3.4
request the Head of Performance and Development to conduct a further review of this
arrangement prior to the end of session 2004/05 and to take this forward through the
Local Negotiating Committee for Teachers (LNCT).
GORDON R SMITH
HEAD OF PERFORMANCE & DEVELOPMENT
Page 95
AGENDAITEMNO:
\&
REPORT NO: CTY/285/04/GS
(COMMUNITY)
CONTACT OFFICER:
GORDON R SMITH
01417614810
SUBJECT: PROCEDURE MANUAL 2/05. SCHEME OF PROMOTION FOR
TEACHERS TO POSTS OF RESPONSIBILTIY IN PRIMARY
SCHOOLS STRUCTURE OF PROMOTED POSTS
1.0
PURPOSE
1.1.
To seek the approval of the Education and Cultural Service Committee to act in
variance of one aspect of the above Procedure Manual.
2.0
SUMMARY
2.1
At its meeting on 9 March 2004, the Education and Cultural Services Committee
agreed to the terms of report number CTY/062/04/GS - Review of Promoted Post
Structures - Primary Schools.
2.2
A copy of Procedure manual 2/05 is attached as Appendix 1. The second paragraph
states, “A schools promoted post structure must be capable of being implemented
within existing resources.”
2.3
This was in direct response to the national McCrone Agreement - “A Teaching
Profession for the 21 Century”, and followed significant negotiation with teacher
trade unions.
2.4
The terms of this agreement provided for the creation of new posts of Principal
Teacher in Primary Schools but the terms of the committee agreement restricted the
filling of these new posts to schools where it was possible to use the salary budget of
a former senior teacher, (i.e. the former senior teacher was appointed to the post or
vacated the post allowing the remaining salary to be transferred to fund the Principal
Teacher Post).
2.5
On the whole, this practice has worked successfully and all three schools now have a
new Principal Teacher in post (or being advertised) at no extra cost to the Council.
2.6
These three schools have not been able to resource the Principal Teacher post through
a vacant former senior teacher and this is beginning to limit the management capacity
within each of these schools.
2.7
Therefore, it is now considered appropriate to seek to make appointments to these
new posts, provided that a surplus situation is not created in the school during the
remainder of session 2004/05, by providing funds to these schools, in addition to their
existing resource. - The posts grade is Primary Teacher Point 1 (532,208). The total
amount required is 510,000 being the difference in salary between a maingrade
teacher and Principal Teacher for the 33 schools.
Page 96
2
2.8
The teacher trade unions are in support of this initiative which will be funded through
a change fund provided by the Scottish Executive for such situations.
3.0
RECOMhIENDATIONS
I t is recommended that the Committee:
3.1
Authorise the Head of Performance and Development to provide the appropriate
additional salary resource for the establishment of posts at Principal Teacher point 1
to the relevant primary schools in order that posts of Principal Teacher may be filled
in accordance with Paragraph 2.3 of Procedure Manual 2/05.
3.2
Not that this is a long term commitment that will inform future budget consideration
and that i t will become cost neutral to the authority either through application of
funding or identified budgetary savings linked to former senior teacher posts.
Gordon R Smith
Head of Performance and Develoament
CTY/285/04/CS
Page 97
3
4.0
BACKGROUND
4.1
At its meeting on 9 March 2004, the Education and Cultural Services Committee
agreed to the terms of report number CTY/062/04/GS - Review of Promoted Post
Structures in Primary Schools.
4.2
A copy of Procedure manual 2/05 is attached as Appendix 1. The second paragraph
states, “A schools promoted post structure must be capable of being implemented
within existing resources.”
4.3
Principal Teacher posts have been created in most schools within their existing
resources, using the preserved salary of former senior teachers who have either been
appointed to a new Principal Teacher post or who have left the service.
4.4
However, three schools have not been able to resource the new Principal Teacher post
in this way and this is now beginning to affect the management capacity in these
schools.
4.5
Three schools are involved at a cost of 210,000 in total including on costs.
4.6
This cost can be met from the Change Fund provided by the Scottish Executive in
relation to new promoted post structures, etc.
4.7
The teacher trade unions have been consulted and are in agreement with this
proposal.
5.0
5.1
HR - Involvement in Recruitment Process
Legal - NIL
Finance - 210,000 to be allocated from the appropriate budget to 3 x schools.
5.2
Funding of Costs
Budget Source
Scottish
Executive
Education
Departments
Funding
2305,000
5.3
Virement
Source
Committed
Expenditure
12
2294.385
Proposed
Expenditure
Balance
Remaining
I &10.000
The Scottish Executive have agreed funding to local authorities to assist with the
management of change. Additional funding will be provided in year 2005/06 and may
be carried forward into additional years.
CTY/285/04/GS
Page 98
4
Appendix 1
PROCEDURE MANUAL NO. 2/05
(Revised 9/3/04)
SCHEME FOR PROMOTION OF TEACHERS
TO POSTS OF RESPONSIBILITY IN PRIMARY SCHOOLS:
STRUCTURE OF PROMOTED POSTS
This manual outlines the grades of promoted posts applicable to primary schools and the basis
for calculating the establishment of such posts. The provisions contained within this
Procedure Manual wilI be reviewed by December 2005 and thereafter every three years.
A schools promoted post structure must be capable of being implemented within existing
resources.
1
Establishment of posts
1.1
For the purpose of calculating each school's entitlement to promoted posts, the roll
taken into account will normally be the roll as at the September census date of the
current session and the school's agreed roll under the three year staffing guidelines, for
the following two sessions.
1.2
The total roll of a nursery class or pre five establishment, managed by the Head
Teacher should be included in the calculation.
1.3
If the entitlement to any particular post i s not expected to last for more than two years
then the post will be filled only on an acting basis. Where the temporary post is likely
to be required for at least nine months, it will be advertised on an authority wide basis.
In the case of posts likely to be required for a shorter period, applications will be
invited in the first instance from teachers employed in the school where the vacancy
occurs.
2
Allocation o f posts
2.1
In addition to classroom teacher and chartered teacher, the following promoted
designations are applicable to the primary sector:
Head teacher, depute head teacher and principal teacher.
Posts will not necessarily be established at each grade in all schools except that, in all
cases, a head teacher will be appointed.
2.2
Depute head teacher posts will be appointed to each primary school which have a roll
in excess of 150.
CTY/285/04/GS
Page 99
5
2.3
Allocation of promoted posts will be in direct relation to the following;
Minimum
Management
Time
Allocation
Number
Of
Schools
1.2
1
2
3
17
13
1.4
1.5
1.7
2.2
2.4
0
2.4
The provisions of the staffing entitlement under the scheme of Delegated Service
Management will continue,
2.5
Where it is agreed with the Head of Performance & Development that a school cannot
resource the minimum management time allocations detailed in section 2.3, then the
resource to the school shall be enhanced as appropriate.
2.6
In addition to the provisions contained in paragraph 2.3, above, the Head Teacher of a
school with a pupil roll of 221 or over, shall request the establishment of an additional
post of Principal Teacher - Primary. This request may be granted by the Head of
Performance and Development where all of the circumstances of the school are taken
into account and it is considered that there is an appropriate resource to cover the salary
and minimum management time provisions of this and other promoted posts within the
school and that this is sustainable in the long term.
3.0
Manaeement Time
3.1
Implementation plans require to be established in each school dependent on financial
availability within the school and individual circumstances.
3.2
Schools will retain the flexibility to augment the guaranteed management time
allowances through the operation of the DMR scheme.
4
Modifications
4.1
The estabhhment of promoted posts for each school as described above will be subject
to future alteration as appropriate following national agreements within the SNCT or
decision of the Council or LNCT as appropriate.
5.
Salary Determination & Additional Payments
CTY/285/04/CS
Page 100
6
5.1
For the purposes of salary determination through job sizing, whole school data from the
previous session’s September Census date will be used. e.g. posts created and sized for
appointment during session 2004/5 will use September 2003 census information.
Depute Head Teachers may formally deputise for a Head Teacher.
5.2
Where the Head Teacher of a school in roll banding up to 150 i s absent then the
Principal Tcachcr in that school shall be paid a temporary additional allowance for each
full pupil day’s absence at the rate that would be applicable to the Head Teacher.
5.3
Schools with a roll of 100 or less will continue to be additionally supported by the
service according to need.
CTYl28 Sl041GS
Page 101
East Dunbartonshi
ouncil
AGENDA ITEM NO:
15
SOCIAL SERVICES COMMITTEE
ON: 16 DECEMBER 2004
REPORT NO: CTY/259/04/GS
(COMMUNITY)
CONTACT OFFICER: GORDON R SMITH, HEAD OF PERFORMANCE &
DEVELOPMENT 761-4810
SUBJECT: SERVICE PLAN PERFORMANCE REVIEW UPDATE
1.o
PURPOSE
1.1
To provide Committee with a progress report on the Community Directorate Service
Plan. (Service Plan will be issued under separate cover)
2.0
SUMMARY
2.1
The report provides an update on progress since April 2004 in accordance with the
agreed corporate process on service planning. It focuses on the three sections dealing
with Performance Assessment and Reporting, Best Value Review Implementation
and Strategic Objectives and Targets.
2.1
Considerable progress can be seen in the targets that were set earlier in the year
across all services in the Directorate.
3.0
RECOMMENDATIONS
3.1
It is recommended that:-
3.1.1
The Committee notes the content of the progress report in respect of its delegated
areas of interest.
3.1.2
The Service Plan Performance Review Update be remitted to the Partnership
Resources Policy and Performance Panel for scrutiny in relation to its contribution to
the implementation of corporate priorities.
GORDON R SMITH
HEAD OF PERFORMANCE AND DEVELOPMENT
Page 102
a
AGENDA ITEM NO:
Ib
ON: 14THDECEMBER 2004
REPOKT NO.: CTY/268/04/DA
BY: ACTING STRATEGIC DIRECTOR (COMMUNITY)
CONTACT OFFICER:
DAVID ANDERSON - HEAD OF SOCIAL INCLUSION
AND COMMUNITY DEVELOPMENT (578 8708)
SUBJECT TITLE:
STOCK COLLECTION POLICY
1.
PURPOSE
1.1
To advise the Committee o f the proposed Stock Collection Policy for libraries. This is attached
2.
SUMMARY
2.1
The policy sets out the principles which will be applied to stock selection for all library materials
within East Dunbartonshire Libraries.
2.2
The policy recognises the responsibility of libraries in promoting Scottish writing, first novels and
Reader Development.
2.3
The policy seeks to respond to changes in library use and to changes in the book trade in
Scotland, during the last five years.
as Appendix 1.
3.
3.1
approve the Stock Collection Policy attached to this report as Appendix 1.
DAVID ANDERSON
Head of Social lnclusion & Comrnunity Development
Page 103
STOCK COLLECTION POLICY
2
4.
BACKGROUND
4.1
The attached policy sets out in detail the ways in which stock is selected for libraries in East
Dunbartonshire. It seeks to explain the reasons for the purchase of particular genres of stock and
to respond to the Council’s Social Inclusion agenda.
The policy seeks to develop methods of stock selection in response to the changing demands of
library users in East Dunbartonshire.
It also seeks to respond to changes within the book trade in general throughout the UK, and the
library supply trade in particular.
The policy recognises the considerable changes that have taken place within the book industry as
a whole in Scotland in the last five years.
The policy seeks to respond to the Reader Development agenda, supported by the Chartered
Institute of Library and Information Professionals in Scotland, and to ensure the promotion of
Scottish writers and Scottish materials.
The policy recognises the role of libraries in the promotion of first novels and seeks to ensure that
we fulfil our responsibilities in this respect, especially in relation to Scottish writing.
5.
5.1
Legal Implications
There are no legaI implications.
5.2
Human Resources Implications
There are no Human Resources implications.
5.3
Stock purchases are made within existing revenue budget levels.
Page 104
Appendix 1
STOCK
COLLECTION
POLICY
CTY/268/04/DA
Page 105
9
Social Inclusion and Community Development
Information and Life Long Learning,
Stock Collection Policy
1
Page 106
Contents
1.
2.
6
6
7
7
7
7
7
7
8
8
8
The Collection Statement
Objectives
Stock Collection Policy
2.1
Selection Principles
2.2
Selection criteria
Non-fiction
Fiction
Audio-visual
2.3
Stock Selection: Adult Lending Services
Stock Acquisition
Management of change
Adult Lending: Categories o f stock
Fiction: Bestsellers
9
9
12
12
12
12
13
13
Electronic Books
Audio-Visual Materials
Audio
Talking Books
Videos and DVDs
CD-ROMS
General Fiction
Quick Reads
Teenage Fiction
2
Page 107
I
15
15
15
I
Graphic Teens
Classics
Ethnic Minority Books
Foreign Language
Gaelic
ParentKarer Collections
Non-fiction
General
Reference
4.
5.
15
15
16
16
16
16
16
16
16
Internet Resources
Local Studies: Monographs
Ephemera
Maps & Plans
Newspapers
Periodicals & Periodical Articles
19
19
20
20
20
20
Adult Non-fiction
Adult Fiction
Audio-visual
Stock Monitoring & Evaluation
Stock Management and Editing Policy
Adult Lending Services
Stock Maintenance: Care and
Conservation
Reserve Stock
Circulating Stock: General
Stock Replacement Policy: General
Stock Sale Policy
22
22
22
23
23
23
24
3
Page 108
24
24
25
25
Binding Policv
Audio-Visual Materials
Stock Redacement Policv
Audio
Talking Books
Videos and DVDs
Stock Sale Policy
Young People’s Services
Fiction
Board Books
Picture Books
Big Books
Story Sacks
Early Readers
Gaelic
Non-fiction
General
Reference
Parenucarer Collections
Large Print
Spoken Word
Reserve Stock
Circulating Collections
Information & Local Studies
4
Page 109
I
25
26
26
26
26
26
26
27
27
27
27
27
27
27
28
28
28
28
28
29
29
29
29
29
1
1.
The Collection Statement
The Information and Life Long Learning Service aims to comprehensively acquire
and manage stock to support the life long learning, cultural, information and leisure
needs of the people and communities of East Dunbartonshire.
The Service will therefore provide books, periodicals and multimedia materials for
information, to support lifelong learning, for recreational use and the enhancement of
the lives of the residents of East Dunbartonshire.
The stock of East Dunbartonshire libraries will reflect all shades of the religious,
moral and political opinions of all sections of the community.
The Service will adopt the Chartered Institute of Library & Information Professionals’
policy on intellectual freedom and censorship.
This states that, “the function of a library or information service is to provide, as far
as resources allow, all publicly available information in which its users claim
legitimate interest”
The Service will also adopt the United Nations statement from the Convention on the
right of the child to “ensure that the child has access to information and material
from a diversity of national and international sources” and thereby “encourage the
dissemination of children’s books”
Objectives
Support the Council’s values and objectives
Meet the priorities identified in the Social Inclusion and Community
Development Service Plan
Promote social inclusion and the full development of individual
potential
Provide access to as wide a range of quality stock as possible, tailored
to the profiles of each community
Support life long learning and the development of literacy skills
Encourage a love of reading
Provide information services to individuals, groups and communities of
interest
Purchase materials within budget parameters and according to the
principles of Best Value
Monitor and evaluate stock performance and to continuously improve
performance
2. Stock collection policy
Selection Principles
2.1
e
The CoSLA Standards for the Public Library service in Scotland 1995
have been adopted as guidelines. Some standards have also been
incorporated into the statutory performance indicators for libraries.
The CoSLA standards will be supplemented by the recommendations
in “Implementing Best Value in public libraries: a tool for
5
Page 110
performance management” published by the Scottish Library &
Information Council in 1999.
Materids selected will meet high standards of quality in content,
accessibility and format.
Professional staff will select materials within these standards.
Staff will take into account their knowledge of the local communities
and the requirements of their library users.
While recognizing the importance of a balanced stock appropriate
resources will be targeted at socially excluded groups.
2.2 Selection criteria
Criteria will be applied to ensure the effective use of resources and that
quality standards are maintained. All materials will be selected by
professional staff, including professional children’s specialists.
Selection will reflect the wide range of client groups and their diverse
needs in terms of balance.
Selection will have regard to the range of formats
Non -fiction
Criteria essential to the selection o f non-fiction include
accuracy, objectivity, clarity of expression and presentation. In
addition material for children and young people will provide
strong support for the curriculum and the National Priorities
Materials relating to the local communities and their history
and traditions will be acquired on a comprehensive basis.
Specialized research materials will only be bought in
accordance with the likely demand as identified by professional
staff. Otherwise, such materials may be made available through
the national interlibrary loan service.
Fiction
Stock will be purchased to reflect all genres, interests, gender
and age groups, ensuring that the widest possible range of
material is available.
Attention will be given to Scottish authors and the promotion of
novels by first time authors. Works where an author has a local
connection will be purchased.
Audio-visual
As wide a range of materials as possible will be purchased
within the available budgets. Stock will be purchased in a range
of formats to reflect all tastes, interests and age groups.
For children and young people audio materials will be in all
appropriate formats, with a balance of unabridged and abridged
titles, books with tapes, large print books with tapes and books
with CDs.
6
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2.3
Stock Selection: Adult Lending Services: Stock Acquisition
Each Community Librarian will select stock in accordance with the
community profile of the library concerned. Stock will be bought to
satisfy the demands of the communities being served, reflecting the
different needs of those communities as established through the
consultation processes used by the Service. The Assistant Manager
Adult Lending and Support Services will ensure this process is coordinated and edited to ensure that purchasing meets the needs of
provision for the Service as a whole.
Each librarian will anticipate requests for both fiction and non-fiction
items, and purchase stock to meet the anticipated demand. Every effort
will be made to select stock in advance of publication to ensure
immediate availability.
Using pre-publication information, in the Bookseller and other stock
selection tools, standing orders for best selling fiction authors, have
been set up. In addition, some popular non-fiction authors are ordered
in a similar way.
When pre publication selection is not possible, the Community
Librarians will use a variety of selection tools
Lists, printed or electronic
bibliographies and bibliographical tools
supplier information
approvals collections
showroom visits
reviews
customer led requests
the Internet
Many of these tools are now available on line or by CD Rom. Such
technologies are being evaluated and incorporated into the selection
process as they come on line.
In all cases, except showroom visits, the resulting orders are collated
by the Bibliographical Services Librarian. These orders are then
reviewed by the Assistant Manager AduIt Lending and Support
Services Librarian for a decision on the number of copies to be
purchased. This will be done at a weekly meeting of the Assistant
Manager, Adult Lending and Support Services, the Bibliographical
Services Librarian and the Support Services Librarian.
The maximum figure for the number of copies of a title purchased is
set at eleven (two copies for William Patrick and Brookwood Libraries
and one copy for every other library, including the Mobile Service).
This aims to maximize the number of titles purchased. The number of
copies purchased per title varies according to the title and anticipated
demand.
In addition, circulation of stock is used to maximise the number o f
titles in each library throughout the course of a year. Circulation
ensures that stock is in a library, without the expense of buying a copy
7
Page 112
for each library, in those cases where the item is not suitable for
permanent stock in that library. Circulation is a core process within the
mobile service and the area libraries due to space constraints.
Management of change
The almost total collapse of the library supply industry in Scotland,
coupled with the development of stock selection websites, is leading to
significant changes in the way that stock is selected for East
Dunbartonshire Libraries.
Library suppliers are encouraging the use of stock selection websites
by offering lower discounts than for stock selected through the use of
traditional methods e.g. approvals (key copy) collections.
The use of stock selection websites is being tested and evaluated by the
Service. If this is successful, the Community Librarians will develop
this method of stock selection.
Adult Lending: Categories of stock
Fiction Bestsellers
Definition: Any item that enters the Bestseller lists in “The
BookseEZer”, the weekly magazine of the Book Trade, which
lists the best-selling fiction and non-fiction titles for that week.
Bestsellers are bought to meet the identified demand amongst
library users to read books by specific authors.
The Assistant Manager Adult Lending and Support Services
Librarian, in conjunction with the Bibliographical Services
Librarian will ensure that the bestseller lists in the Bookseller
are checked on a weekly basis. Any items that appear in the list
that are not in stock or on order will then be purchased.
Fiction Classics
Definition: Any item that enters the Bestseller lists in “The
Bookseller”, the weekly magazine of the Book Trade, which
lists the best-selling fiction and non-fiction titles for that week.
Bestsellers are bought to meet the identified demand amongst
library users to read books by specific authors.
The Assistant Manager Adult Lending and Support Services
Librarian, in conjunction with the Bibliographical Services
Librarian will ensure that the bestseller lists in the Bookseller
are checked on a weekly basis. Any items that appear in the list
that are not in stock or on order will then be purchased.
Fiction: Film,Radio and TV Tie-ins
Definition: Any book that is being shown at the cinema or on
TV or dramatised on the radio or that is connected to a film, or
a TV or radio programme.
8
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Purchasing of this stock is based upon issue figures, sales
figures reported in “The Bookseller” and other criteria. These
editions, with pictures of the actors or presenters on the front
cover, are very popular. They are also used to replace worn out
previous editions of the same titles.
Fiction: First Novels
Definition: A novel by an author being published for the first
time
Libraries have a specific role in the promotion of books by new
authors. Partnerships are being developed in the library
community to achieve this and to create promotional materials.
The selection policy is author led, but is dependent upon
information available from the publishers, book reviews and
information available from professional sources. Paperbacks
are selected when novels are published directly into paperback.
Fiction: Foreign Literature
Definition: A novel written by an author in any foreign
languages. Novels written by an author in a foreign language,
but translated into English will be treated as books published in
English.
Books in the Latin alphabet are acquired as general library
stock. Selection is based upon knowledge of an author’s output
and literary reputation, and on other professional information
from publishers and suppliers.
Definition: Books written in a language spoken by one of the
Ethnic Minorities in East Dunbartonshire.
The main demand for ethnic minority works is in Bengali,
Chinese, Hindi and Punjabi. Recognising the lack of linguistic
skills amongst the staff that would be selecting and cataloguing
this kind of stock, the Service subscribes to the Scottish
Libraries Community Languages Network (SLCLN), a library
co-operative employing staff specialising in this field, in order
to provide this service. Materials are either purchased or hired
for set periods, and are provided by SLCLN according to the
languages specification submitted by us.
Gaelic
Definition: Any books written in Gaelic.
These are acquired using the services and skills of the Gaelic
Books Council and any other specialist agencies. The books
are then catalogued and added to stock in the normal way.
9
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Genre Fiction
As genre fiction covers many different types of fiction, it is
responsible for the majority of the fiction issues achieved by
the Service. The issue figures are analyzed by the Assistant
Manager Adult Lending and Support Services, on a year-toyear basis, to ensure that our purchasing policy for genre fiction
reflects the interests of our library users.
In each genre, the Community Librarians will identify in
demand authors and series to ensure that the relevant titles are
added to stock.
Genre fiction includes
Adventure stories and thrillers
Crime
Family sagas
Historical Fiction
Horror
Romantic fiction
Science fiction and fantasy
War Stories
Westerns
The selection policy is mostly author led.
Series will be identified as required by the Service and
purchased by standing order.
Romantic fiction and Westerns are bought on standing order.
Scottish Materials, Fiction and Non-fiction
This includes
Fiction by Scottish authors, including local authors, on
Scottish themes and other general themes.
Non fiction by Scottish authors, including local authors,
with a Scottish theme and other general themes
Fiction and non fiction by non Scottish authors with a
Scottish theme
Selection of this stock recognises the importance of Scottish
materials in community development, and in fostering an
understanding of the national identity. It also recognises that
Scottish themes within fiction enable people to understand both
their own circumstances and the historical and cultural
development of their country.
There is an active policy of seeking out new Scottish authors
and ensuring that established Scottish authors are promoted
within the Service.
10
Page 115
The selection policy is mostly author led. Some stock will be
selected because it is a part of a series or because it ties into a
series on the television, radio or a film.
It includes novels published directly into paperback. Paperbacks
will also be bought to top up stock, and to fill in gaps in
provision (especially paperback reprints).
Series will be identified as required by the Service and
purchased by standing order.
Fiction and non-fiction by local authors will be purchased in
collaboration with the Assistant Manager, Information and
Archives.
Non-fiction Books
Definition: Any item that is not a novel.
Purchase of this stock ensures a wide range of stock is held,
embracing the whole of knowledge. The purchasing policy at
each library is based upon measurable demand, and identified
needs in the replacement of the existing stock.
The selection policy is subject led, and based on an ongoing
programme of stock analysis.
Large Print
Definition: Any book whose type size is larger than .12 point,
regardless of genre or subject.
Large Print books are purchased to make fiction and nonfiction available to those with visual impairment.
Both hardbacks and paperbacks are purchased by standing
order from publishers specialising in the production of this kind
of material.
Donations
This stock comprises item donated to the Library Service by a
member of the public.
The Community Librarians decide if an item is required for
stock of their individual libraries. If there is already an entry on
the catalogue, it should be added to stock at the library where
the donation was made.
If an item is required, and there is no entry on the catalogue, the
item should be sent to the Support Services Librarian for
addition to stock.
If an item is not required for stock, it shall be disposed of either
through the book sales or by donation to a charity collecting
books.
Electronic Books
11
Page 116
Both fiction and non-fiction are being made available by some
publishing houses. Apart from information resources such as
encyclopaedias, there are very few such titles available for
purchase by libraries at the moment. There has also been very
little demand for us to supply books in electronic format at the
present time. This situation will be monitored, with regard
both to the publishing of material and the development of local
demand for books in electronic format.
Audio Visual Materials
Audio
Definition: Any item that is recorded on cassette or CD, but
which is not a talking book.
It is recognised that music culturally enriches the lives of
people, helping to develop understanding and aesthetic
sensibility, and to provide enjoyment, involvement and access
to popular culture.
Audio items are purchased to give people access to music of
every kind.
Audio material is subject to hold back i.e. items cannot be
released for loan until six months after production
A wide range of material is selected on a branch-by-branch
basis. Information from customer consultation, issue figures
and other information is used to identify appropriate material.
Branch-based librarians, using selection lists and visits to
showrooms, select CDs.
Cassettes, in line with national trends, are being phased out
because of the falling demand.
Talking Books
Definition: Any book that has been recorded onto cassette, CD
or other audio format (full length or abridged).
Talking books are bought to provide the visually impaired
community, and others, with access to fiction and non-fiction in
an audio format. They are selected by standing order from
specialist publishers of audio materials. Standing orders are
required as it is necessary to deal directly with the publishers of
talking books.
Only a small percentage of the material available in printed
format is published as a talking book. The selection of
published material is generally author led, and the specialist
publishers working in this field make the decisions about what
is published in talking book format. Production is based on
market forces.
Classic authors and popular, best selling, authors are available
in talking book format. Certain radio programmes are also
available. Modern authors who do not have a mass-market
12
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appeal tend not to be published simultaneously in talking book
format.
Non-fiction books are also published in talking book format,
but these again tend to be authors who have a mass-market
appeal.
The high unit cost of unabridged material means that most titles
are not duplicated, unless there is a measurable demand for a
particular item (e.g., the number of requests). Because abridged
items are less expensive, it is possible to carry multiple copies
of these titles.
In general it is the practice to purchase unabridged items. On
occasion, it is necessary to buy an abridged version of a talking
book, because an unabridged version is not available for
purchase
It is generally recognised in the professional press that talking
books are no longer borrowed only by the visually-impaired.
Talking books are becoming more popular with the ordinary
Iibrary user, as it makes it possible to listen to a talking books
whilst doing something else (e.g., driving a car, ironing etc.).
Issue figures are monitored against the stock percentage figures
to measure the performance of talking books. It is recognised
that the primary reason for stocking talking books is still to
provide a service for the visually-impaired. It is important,
however, that while we maintain levels of stock to meet the
demand for talking books, we do not impair the service
provided to visually-impaired users.
Videos and DVDs
A full range of films are selected for stock, covering the
British Board of Film Censors Classifications U, PG, 12,12A,
15 and 18 only.
This stock is selected on a branch-by-branch basis by librarians,
using lists and visits to showrooms. Information from customer
consultation, issue figures and other information, is used to
identify appropriate material.
All videos purchased carry a British Board of Film Censors
certificate. The sleeve notes and synopsis indicate the contents
to users.
Special interest videos range from cookery classes, gardening,
do-it-yourself to more specialized educational material such as
videos concerning archaeology, opera, and social anthropology
The Bibliographical Services Librarian and the Assistant
Manager Adult Lending and Support Services ensure that the
retrospective purchasing of classic film and special interest
videos takes place as they become available for purchase.
The maximum number of copies of a popular video purchased
is nine.
For all other types of videos the number of copies to be bought
depends upon the known demand. This is based upon, box
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office success, the number of requests taken, the number of
issues achieved by a previous f h in a series by a particular
director, by a particular star, or other relevant information.
Videos with subtitles are bought for the hearing-impaired
community, to give them access to education, information and
recreation.
CD-ROMS
CD-ROMs for loan are becoming increasingly available on the
market, and suppliers are offering the service of acquiring
copyright clearance so that CD-ROMs can be loaned by
Iibraries. It is likely that demand for this kind of material will
increase, especially for non-fiction areas of stock, such as
learning to drive. The situation will be reviewed, possibly
through the launch of a small test collection at one of our
libraries.
2.4 Stock Selection
Young People’s Service: Stock Acquisition
Stock is purchased centrally by the Young Peoples Resources COordinator
for the Service as a whole, not on a branch basis, and is acquired from a
variety of suppliers. Materials selected reflect the wide variety of users
accessing Young People’s Services.
These include
Babies and toddlers
Pre-school children
Early readers
Confident readers
Young people
Children and young people with special needs
ParentdCarers
Selection tools
These include professional journals, reviews, catalogues, award shortlists,
requests and the Internet.
Purchasing methods
Approvals collections: provide a regular supply of newly
published material
Stockroom visits: provide an opportunity to fill stock gaps and
replace titles in constant demand.
Requests: these plus feedback forms ensure that the preferences
of users are reflected in the make-up of the stock. All requests
and suggestions suitable for loan are purchased if in print.
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Standing orders: ensure that the most popular series are quickly
available. The standing orders list is reviewed every six months
to maintain currency
Special orders: the purchase of specialist materials such as dual
language books is from specialist publishers and suppliers.
Input from the appropriate specialists such as the English as an
Additional Language Unit is sought as required.
Young People’s Services: Categories of Stock
Fiction
Board Books
These books are aimed at babies and toddlers. It is therefore
particularly important that these books are robust enough to
withstand strong handling and present no hazard to very young
children. Board books are mainly bought in hardback but this
category also includes wipeable bath books, cloth books and
tactile books.
Picture Boards
These books are principally aimed at children between the ages
of 2 and 6. Hardbacks are bought because they have a longer
shelf life, and many titles are only published in this format.
Paperbacks in a variety of formats are also bought, to provide
children and their parentslcarers with choice, and to ensure a
good supply of popular titles, series and authors. Classic titles
are replaced on a regular basis, most usually in paperback.
Some picture books are intended for an older age group, and
these are acquired for the Quick Reads category.
Big Books
These are large format books for use with children in groups.
They are bought to support library storytimes and playgroup
visits. They are also provided as part of the FirstBooks service,
which provides loan collections for all groups of pre-school
children. They are also available for individuals to borrow. In
content they are generally picture books, or non-fiction aimed
at pre-school children.
Story Sacks
This category is a collection of resources, based on a theme or
individual picture book, which are issues together in a sack.
The aim is to promote storytelling with a variety of props or
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extension activities, such as finger puppets and jigsaws. Most
stock comes from specialist suppliers.
Early Readers
These are mostly bought in paperback, but with some hardback
acquisitions to cater for all user preferences. They are aimed at
children learning to read, and are most often published in
specific series. They are shelved separately under the heading
“I can read”. Language and theme are fairly simple, and text is
supported by illustration of various kinds.
General Fiction
This category is aimed at readers of between seven and twelve.
Hardbacks are generally only purchased for the most popular
authors, who will issue heavily and attract a number of
requests. Much of children’s fiction is only published in
paperback, and this reflects not only the cost of hardbacks, but
also the younger generation’s strong preference for paperbacks.
However trends must always be monitored and there has been a
recent tendency towards a series of low cost, small sized
hardbacks.
Quick Reads
This category is bought in both hardback and paperback. Stock
includes picture books for older children, comic books, novels
for reluctant readers, graphic novels and puzzle books.
Teenage Fiction
Graphic Teens
Classics
By its very nature timeless, this category is an important
element of stock in all fiction for children and young people.
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This category is selected to reflect the ethnic minorities
population of East Dunbartonshire.
Provision is mostly dual language and picture book by nature,
as this is the main output of multi-cultural publishers. Other
materials are stocked as available. The expertise of the English
as a Second Language (EAL) unit within the Council is sought
as required.
Foreign Language
Popular titles such as the Harry Potter series are purchased in
this category as they become available from suppliers.
Gaelic
A wide range of Gaelic books is available, from picture books
to early readers and general fiction. This is reflected in the
range purchased for library stock, which is added to as titles
become available.
Parenucarer Collections
This is a very diverse category, which consists of both adult
and junior materials, hardback and paperback. Materials in this
section are aimed at those with a particular interest in childcare
and child development, Examples include academic texts on
working in the Early Years sector, collections of stories for
reading aloud, and titles on cooking foe children.
Non-Fiction
General
Information books are available for children and young people
from pre-school to Higher level and beyond.
Hardbacks are often selected to support the curriculum with
homework and project related materials, as there is constant
demand for such materials. For this reason, stock is evaluated
in terms of how accurate and up-to-date it is within the longer
lasting hardback format. General interest items are also bought
in this category.
Paperbacks are often bought for leisure-related pursuits, as
these prove more attractive to the user, and are often more
ephemeral in nature.
In both instances currency and accuracy of information are of
the greatest importance.
Reference
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Materials for reference only are bought in both hardback and
paperback, and basic coverage is kept as current as possible at
all service points. Stock should include single or multi-volume
encyclopaedias, dictionaries, atlases and other information
resources. Titles are withdrawn on a regular basis to maintain
currency. The introduction of electronic materials has meant
the re-evaluation of this category of stock. However it still
plays a vital role in meeting the information needs of users.
ParenUCarer Collections
These consist of both adult and junior materials, hardback and
paperback, which are of especial interest to those involved in
childcare and child development
Large Print
Hardbacks and paperback titles with a larger than 12 point type,
are bought on standing order from specialist publishers. It is
also interfiled within the most appropriate category, as it is not
only visually impaired children, but also those with reading
difficulties such as dyslexia who make use of this material
Spoken Word
This category consists of abridged and unabridged titles, as
well as tapes with books. As demand for this material has
grown, so has the amount and type of stock available.
All age ranges and levels o f interest are catered for, from very
young children and their parents, including those who use them
on car journeys etc. They are of particular value to groups such
as the visually impaired and reluctant readers.
CD-ROMS
This category is currently bought only for use in the library.
The selection criteria used for other formats is applicable.
Videos
This area of stock consists mainly of children’s feature films,
adaptations of children’s books and compilations featuring
popular TV characters and cartoons. There are also some titles
on child development, nursery rhymes and so on.
2.5 Stock Selection: Information & Archives Service: Stock Acquisition
Acquisition of stock for the Information and Archives Service is the
responsibility of the Assistant Manager, Information and Archives. On a
day to day basis, the work is remitted to the Information and Local Studies
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Librarian (reference and local studies materials) and the Archivisthtecords
officer (Archives), both based at the William Patrick Library,
Kirkintilloch. Stock is acquired on a centralised basis to meet the overall
needs of the people of East Dunbartonshire. The subject spread of
reference enquiries is the key determinant factor. Only a small percentage
of the Information & Local Studies book budget is allocated to the
purchase of reference stock for community libraries. However, most of
the centrally-held books can be made available for short-term use in any o f
the community libraries, as routine. Reference stock for community
libraries is purchased by the Information & Local Studies Librarian after
discussing local needs with the Community LibrariandArea Librarian.
The Information & Local Studies Librarian maintains consultancy with the
Assistant Manager, Information & Archives on the overall stock
acquisition policy.
For printed reference materials, a wide variety of selection tools are
employed. In general, those are similar to the tools employed for selecting
adult lending material, but with a much greater emphasis on book reviews
and considerable use, also, of publishers’ catalogues. For the Local
Collection, local knowledge is paramount, and close links with local
authors, researchers, historians, community groups and historicalheritage
societies is essential. Scrutiny of the book reviews section of a range of
Scottish periodicals and newspapers is also vital. For out-of-print Scottish
and local books, specialist antiquarian booksellers’ catalogues are received
on a regular basis, scrutinised, and items for possible purchase checked
against existing stock.
General Reference: Encyclopaedias & Dictionaries
Definition: Works of reference arranged in strict systematic
order, usually A-Z.
The Central Reference Collection, in the William Patrick
Library, Kirkintilloch, includes a range of general
encyclopaedias, language dictionaries and specialist
encyclopaedias/dictionarieson a wide range of subjects. Multivolume general encyclopaedias are no longer purchased for the
community libraries, having been superseded by a service-wide
on-line subscription to Britannica, which guarantees that all
libraries have an up-to-date encyclopaedia rather than an
(often) out-of-date “cascaded” set of volumes, occupying a
great deal of valuable shelf space. As part of the “Management
o f Change” strategy, consideration will be given to the
provision of service-wide subscriptions to additional
encyclopaedias and dictionaries. All libraries will retain small
collections of hard-copy language dictionaries. A range of
specialist encyclopaedias and dictionaries will continue to be
purchased for Central Reference stock, although the range of
these will be subject to “management of change” evaluation.
Inevitably, there will be greater reliance on on-line services in
this area in future years.
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General Reference: Annual Publications
Definition: Works of reference published in new editions at
regular intervals, usually annual.
A range of annual publications is purchased for the Central
Reference Collection. The service value of those publications
is constantly reviewed. Under the “management of change”
strategy their effectiveness and cost is constantly compared to
that o f on-line alternatives on the Internet (including both free
services and those for which a subscription is paid). Both cost
and user-convenience is taken into consideration, with special
regard to issues of social inclusion, and the opinions of users
sought on a regular basis. A similar procedure is in place for
the community libraries, although the benefits of local
community access to large on-line collections of reference
materials, widely acknowledged as a major improvement under
the People’s Network initiative, is a major consideration there.
Again, the opinion of users is sought, on a regular basis.
General Reference: Monographs
Definition: Well-indexed works of non-fiction, suitable for
reference use.
Standard works on a wide range of subjects are purchased for
the Central Reference Collection. Comprehensive coverage of
all non-fiction categories is sought, including specially
developed collections of materials on popular project topics. In
this connection, special series such as the “Issues” series on
current affairs are subscribed to. However, student textbooks
are not purchased unless they also serve as a standard work, of
more general interest, on a particular topic,
Special
consideration is given to the purchase of Scottish titles. The
reference collection of Scottish books is augmented by
withdrawals from lending non-fiction stock, which are
reviewed on a regular basis to identify titles suitable for
permanent preservation. Out-of-print titles are also acquired
via the Scottish Book Exchange.
General Reference: Atlases and Maps
Definition: HardbacWpaperback volumes of maps; also
individual maps, in folded format.
A range of national and international atlases is purchased for
the Central Reference Collection. The collection includes road
atlases and historical atlases. Library users display a clear
preference for hard copy atlases, rather than Internet versions.
Atlases are also acquired for some of the community libraries,
to meet demand there. An up-to-date set of 1:50,000 Ordnance
Survey Landranger maps is maintained as part of the Central
Reference Collection, also a comprehensive set of street maps
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of Scottish towns, for which an index is prepared by
Information & Archives staff.
General Reference: Newspapers
Definition: National daily and Sunday Newspapers, published
either in broadsheet or tabloid format (for weekly newspapers,
see Local Studies Newspapers).
A range of national and Sunday newspapers is purchased for
the larger libraries in East Dunbartonshire. These are regarded
as a “browsing” collection, although their value in current
affairs and especially to people seeking work is recognised.
The “job vacancies” sections are particularly popular. Backfile
is discarded after a few months. Use of newspapers as a
current affairs reference tool now depends heavily on
availability of searchable on-line files. At present five national
daily newspapers (three Scottish and 2 UK), and their
associated Sunday papers, are available in all libraries by
means of a Newsbank subscription. The Herald and Sunday
Herald are maintained as an archive file, on conservation
microfilm, at Central Reference. Hard copies of the Herald are
discarded when the microfilm is received.
General Reference: Periodicals
Definition: Magazines and journals, usually published on a
weekly, monthly or quarterly basis.
A range of periodicals is purchased for the larger libraries in
East Dunbartonshire. These are regarded as a “browsing”
collection, although their value in current affairs is recognised.
Periodicals devoted to Scottish job vacancies are purchased for
the larger libraries. Backfile is mostly discarded after a few
months, but most Scottish titles are retained for permanent
reference.
General Reference: Internet Resources
Definition: Subscribed information services, available on-line
by means of the Internet.
A range of on-line information services is purchased, on the
basis of equal access at all eight East Dunbartonshire libraries.
The extent of the range depends on available funds and on the
periodic “management of change” reviews, carried out by
Information & Archives staff to determine the balance between
traditional forms of reference material and on-line resources.
Resources on CD are also reviewed as part of the equation, but
the current overview favours Internet versions rather than CD
versions, where both are available. The People’s Network ideal
of services equally available at all service points is adhered to
wherever possible.
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Local Studies: Monographs
Definition: Books, booklets and pamphlets relating to east
Dunbartonshire or any of its localities, including subject
specialist items of local interest.
The local studies collecting policy embraces all local books,
booklets and pamphlets, including multiple copies of each. All
new items are purchased as soon as they are published and
vigilance is maintained to acquire out-of-print items, as
available, both by purchase and donation. Material relating to
Bearsden, Milngavie and Westerton is held at Brookwood
library, Bearsden. Material relating to all other areas is held at
the William Patrick library, Kirkintilloch. Wherever possible,
copies are also acquired for appropriate community libraries.
Selection is governed by the principles outlined in Local
Studies Libraries: Guidelines for Local Studies Provision in
Public Libraries. The number o f copies of new books is
determined by the following formula
General Monographs (history, geography, guidebooks etc). At
Ieast six copies of each to ensure permanence in preservation.
Subject Specialist Books, Booklets and Pamphlets (including,
for example, church histories, histories of local clubs and
societies and biographies of local people). At least four copies
of each.
Books by local authors (fiction, essays, poetry and selected
non-fiction). Two copies of each, provided the author has an
obvious local connection. Works by authors having only
tenuous links with the local area are not purchased unless they
have a clear local “flavour”.
Books containing local information. Books containing two or
more pages of intrinsic local information. The number of
copies purchased depends on the amount of local information,
in each case. Usually one or two copies will be published. A
note is inserted in the front end-paper o f such items, explaining
the local relevance of the item, with appropriate page numbers.
Local books published by East Dunbartonshire Information &
Lifelong Learning. At least ten copies of each - set aside on
publication.
Local Studies: Ephemera
Definition: Leaflets, handbills, posters, programmes, menus,
orders of service, souvenir brochures, timetables, literature
promoting local businesses, and other insubstantial printed
material,
It is recognised that fully comprehensive assembly of such
materials is an unrealistic target, but by enlisting the help of
library staff and other interested people every effort is made to
achieve representative coverage of a wide range of the different
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types of ephemera. Particular effort is made to assemble a
comprehensive collection of local election materials.
Local Studies: Maps & Plans
Definition: Printed Ordnance Survey and other general maps of
East Dunbartonshire; also geological and land-use maps, town
plans, estate plans and other printed maps and plans
Comprehensive coverage is sought of all published editions of
Ordnance survey maps, in all scales, also other published maps
of East Dunbartonshire, especially town plans, street maps,
estate plans and geological and land-use maps. Maps are
acquired by donation, and by purchasing copies form the NLS
Map Library, to fill gaps in the collection. Coverage includes
maps of adjacent areas that include significant parts of East
Dunbartonshire on the ‘fringes’ of the map (e.g. some historical
maps of Glasgow). Access to modern maps relies increasingly
on use of online Geographical Information Systems (GIS), but
printouts are acquired for permanent preservation and ease o f
access, especially to meet the social inclusion agenda.
Local Studies: Newspapers
Definition: Local newspapers published for circulation in East
Dunbartonshire or more specific areas within East
Dunbartonshire.
Comprehensive coverage is sought of all newspapers published
in East Dunbartonshire, or with East Dunbartonshire (or part of
it) as the intended area of circulation. Original copies,
microforms and digital editions are all acquired andor
managed, also indexes and collections of newscuttings. The
balance between different formats and differing modes of
access is subject to constant review. Policy on acquisition of
back-file to fill gaps in the collection includes participation in
the national NEWSPLAN scheme. Coverage includes free
newspapers, which are collected comprehensively. Local
articles and news items are extracted from national newspapers
and added to the East Dunbartonshire Cuttings Collection (see
below).
Local Studies: Periodicals & Periodical Articles
Defintion: Periodicals or periodical articles with significant
East Dunbartonshire content.
Files of periodicals issued by local organisations or with
significant local content are maintained. Acquisitions from
local organisations include printed minutes, as well as
newsletters, journals, etc. (e.g. community council minutes,
school board minutes). A range of Scottish periodicals,
extending over a very broad range of subject matter, is
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scrutinized on a regular basis, and articles of local relevance
extracted and maintained as the East Dunbartonshire Cuttings
Collection.
Local Studies: Illustrations
Definition: Photographs of East Dunbartonshire, including
photographic copies of other illustrative formats.
Images are acquired as part of a committed, proactive
programme to review the visual history of East Dunbartonshire.
Illustrative material in various formats is collected, including
photographs, negatives, slides and digital copies. Photographic
survey work is carried out by staff, as appropriate. The balance
between the different formats is kept under constant review, but
35mm negatives are held of all images, as a matter of policy
(subject only to copyright restrictions). Digital copies are
prepared by scanning the 35mm negatives.
Local Studies: Recordings
Definition: Recorded material in sound andor visual moving
image, of intrinsic East Dunbartonshire interest.
Coverage includes film and other moving, visual material of
local interest, with or without sound track; and sound
recordings of local interest, especially those of local choirs,
bands and other musical groups. The intention is to copy and
retain material in modem media that can be readily accessed,
such as VHF video, CD-ROM, DVD andor computer
disc/drive, to facilitate deposit of material in archaic format,
such as gramophone records and celluloid film, in an
appropriate sound or film archive for specialist care, always
within the limits allowed by copyright. Copies of information
published with sound recordings, such as sleeve notes or album
covers, etc., will be carefully retained.
Local Studies: Internet Resources
Definition: Local material published on the Internet, but not
available in other formats.
Significant local material published on the Internet, especially
by local clubs, societies and other community groups, is
identified for cataloguing and indexing, Where material is
considered to be at risk, through deletion or editing, it is copied
for permanent retention, in all cases subject to the permission
of the copyright holder. Permission is also sought from
copyright owners for links from the East Dunbartonshire
Website to the websites of local community groups containing
significant information. The link should be to the appropriate
home page, in every case.
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Local Studies: Council Documents
Definition. Material published by East Dunbartonshire Council
in terms of the Freedom of Information (Scotland) Act 1992.
The EDC Publication Scheme is reviewed on a regular basis
and significant content identified for retention in the Local
Collection, as hard copy. Where appropriate, website pages are
specially printed out and formatted as documents for
cataloguing.
Archives
Definition. Original records which have been selected for
permanent preservation because of their continuing value.
‘Records’ are defined as recorded information in any form or
medium, created or received by an organisation or person in the
transmission of business or the conduct of affairs.
The East Dunbartonshire Archives include both official records
and private records. The official records include those of East
Dunbartonshire Council and its predecessors, including the
Burghs of Bearsden, Bishopbriggs, Milngavie and Kirkintilloch
(both Burgh of Barony and Police Burgh); Parochial
BoardsParish Councils of Bddernock, Cadder, Campsie,
Kirkintilloch and New Kilpatrick; District Councils (19301975) of Kirkintilloch, New Kilpatrick, Lanarkshire 9th and
Stirlingshire Western No.3; School Boards (1873-1919) of
Baldernock, Cadder, Campsie, Kirkintilloch Burgh,
Kirkintilloch and New Kilpatrick; and Bearden & Milngavie
District Council (1975-1996). Records for the respective areas
now in East Dunbartonshire are held for Strathkelvin District
Council, Dunbarton County Council, Lanark County Council
and Stirling County Council. The East Dunbartonshire
Archives also include the records of individuals, families,
estates, businesses, organisations, clubs and societies within the
East Dunbartonshire area. A separate Archives Acquisition
policy, attached as Appendix 1, describes the Collection Policy
for Archives in more detail.
3 Requests: Adult and Young People
Any member of East Dunbartonshire Library Service can request that a specific item
is obtained for them by the Service, regardless of whether that item is in stock or not.
There are charges for adult requests, whether the item is in stock or not. These
charges are displayed in each branch. Children, young people and users of the mobile
service are exempt from charges.
The policy is user driven. An item is considered for purchase because a specific user
has requested to borrow it.
Requests for items not in stock
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All requests are checked using appropriate electronic and printed
bibliographies. The Bibliographical Services Librarian then decides which of
the in print items shall be purchased for the Library Service. These decisions
are based upon the stock selection criteria set out in this policy document.
Items to satisfy requests will be bought in the first available and appropriate
format.
Adult non-fiction:any in print non-fiction costing less than E25.00 and likely
to obtain issues is to be purchased, unless it is not appropriate for the stock of
the Service. Less popular andor more expensive titles are decided by the
Bibliographic Services Librarian. Where an item is not to be purchased, the
reader will be asked if they want the item obtained through inter-library loan.
Out of print material is only available through inter library loan, and it is best
to obtain older material by this method, because of issues around the currency
of the information in such stock.
Adult fiction: in print fiction is to be purchased regardless of price. The
cheapest version will be preferred unless there is a specific request for a
specific format. Such requests will be considered.
Children and Young People: the same procedures, as for adult requests, are
followed for these requests. The Assistant Young People’s Services Librarian
decides which items shall be purchased in terms of the stock selection criteria.
Items at a cost of E25 or less will generally be bought if considered
appropriate to the stock of the Service, as inter-library loan is not generally
possible for junior stock.
Audio-Visual there is no interlibrary loan service for audio materials, talking
books, videosDVDs and language sets. Therefore all requested items are
purchased for stock, providing that the item i s available for purchase.
Visually impaired readers who require access to a wider range of talking
books than is available in the libraries of East Dunbartonshire are referred to
the National Library for the Blind (NLB) via the Social Work service.
4
Stock Monitoring and Evaluation
To ensure the effectiveness of the stock policy, performance is reviewed by
Analysis of statutory performance indicators
Each year CoSLA expects each library service in Scotland to add 280 items to
stock per 1,000 population for the adult library and 100 items to stock per
1,000 population for the Young People’s Services. The Library Service makes
every effort, within the financial resources available, to achieve these targets.
Analysis of local performance indicators
Data from the automated library system allows stock performance to be
analysed on a quarterly basis by comparing issues figures for types of stock
against that type of stock’s percentage of the overall stock figure.
All the above statistics are used to identify stock which is over performing and
stock which is underperforming. This is then investigated using census
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information, CIPFA Plus survey results and other professional criteria to reach
conclusions about the possible reasons for stock over- or under-performance.
Purchasing policy will then be adjusted to take account of this.
Analysis of community profiles and service point stock profiles.
Community Profiles, census information and the CIPFA Plus survey results
are used to construct service point stock profiles.
These are updated annually.
User Consultation
Every three years CIPFA PLUS and Children’s PLUS surveys are carried out.
Adults, children and young people are asked their views on several aspects of
the service; this includes the type and range of stock available.
Feedback from reading groups supported by the Library service and
participants in reading development initiatives, including the summer reading
challenge is used to evaluate the stock collection policy,
These initiatives include participation in work promoted by CILIPS and
OpeningTheBook, a reader development and promotion organization. These
initiatives are aimed at bringing new authors and new novels to the attention
of readers
Readers are encouraged, through the use of Stock Suggestion Cards, to
suggest items that should be added to stock. Requested items are also a useful
method of identifying titles that our readers would like to see added to the
library stock.
5 Stock Management and Editing policy
5.1 Adult lending services
The Support Services Librarian produces regular information about stock
performance, for all stock, from the computer database. This audit
provides performance information to ensure that
Stock gaps are identified and resources allocated
Stock levels can be checked and stock plans written
Material can be identified that should be withdrawn or transferred to
Reserve Stocks
Condition and currency of stock are monitored
Service is responding to customer consultation
Stock maintenance: care and conservation
An up-to-date, balanced and well-used collection will be maintained in
each library. This will be achieved by a continual process of reviewing
the use of the stock, including the discarding and replacing of stock as
necessary. Worn, but basic, titles will be replaced where possible,
either by a later edition or by a more current work on the same subject.
Obsolete or infrequently used material will be withdrawn. Binding of
items will be considered where appropriate.
The Service will ensure all stock is current, in active use and in good
condition. Stock in poor condition should be withdrawn. Stock which
is in good condition but not in active use should be transferred to the
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reserve stock. This includes last copies as appropriate. The Community
Librarians are be responsible for selecting and storing items that they
wish to have considered for inclusion in the reserve stock.
Reserve Stock
The Bibliographical Services Librarian will decide which items are
required for the adult reserve stock and allocate them to either the
William Patrick Library Reserve Stock or the Brookwood Library
Reserve Stock as appropriate.
Hardbacks and paperbacks. If an item is by an established author, the
Bibliographic Services Librarian considers the item for inclusion in the
reserve stock, or for circulation to another library. Otherwise, if it has
not been issued for two years the item should be withdrawn. Items that
are in poor condition should be withdrawn. If in poor condition but
required for the Reserve the item should be bound.
Items will not be dispatched for inclusion in the Reserve Stock without
the express permission of the Bibliographical Services Librarian, who
will select the items, in consultation with the Community Librarian
concerned, that will be included in the reserve stock. Ultimate
responsibility for selecting items to be included in the reserve stock
lies with the Bibliographical Services Librarian.
Items o f Scottish interest will be referred to the Information and
Archives Librarian for decision.
Classic fiction should not be withdrawn unless there are other copies in
stock or a copy in the Reserve Stock.
Circulating stock:
General
Existing stock is circulated between the libraries on a six monthly
basis. This allows the Library Service to obtain the maximum use from
items of stock, whilst minimising the expenditure on the purchase of
particular types o f materials. This allows us to buy a wider range of
stock than would otherwise be possible, and therefore to provide best
value.
Stock is swapped on the following basis: -
To/From
William Patrick
Bishopbriggs
Area Libraries (Lennoxtown, Lenzie, Milton of
Campsie and Westerton)
From/To
Brookwood
Milngavie
Mobile
Stock Replacement Policy: General
Where possible all replacement copies should be purchased in
paperback. Otherwise, the least expensive hardback edition should be
the preferred option (except in those cases where there is a good
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argument against this, e.g. an illustrated book on photography as
opposed to a text only edition).
Stock Sale Policy:
Items that have not been issued for two years will be offered to the
public in a stock sale. Each item will be date stamped to show when it
was put into the stock sale. No item shall remain in the stock sale for
more than six months. Items that cannot be sold will be donated to an
appropriate library charity.
Binding Policy:
This will be a matter for each Community Librarian to decide, bearing
in mind the needs of each individual library.
Matters relating to the binding of material that may be suitable for
inclusion in the reserve stock of the adult lending libraries will be
referred to the Bibliographic Services Librarian.
Matters relating to the binding of material that may be suitable for
inclusion in the stock of the Information and Archives Service will be
referred to the Assistant Manager Information and Archives.
Criteria for binding a book.
That the book should be physically capable of being bound,
without obscuring the text. The size of the inner margin
should be at least 1.5 cms or .75 inches to ensure that the
text is not obscured after binding.
That binding should be a cheaper option than buying a
replacement copy of the same title.
That binding should be a cheaper option than buying a
replacement title in the same subject or fiction genre.
Established non-fiction texts, which are out of print, should
be rebound rather than withdrawn.
Classic novels, which are out of print, should be rebound
rather than withdrawn.
Audio Visual materials.
All editing is by branch based professional librarians. Due to
the limited budget all stock must be circulated and monitored
on a regular basis. Items that have not been issued across all of
our libraries for one year and items that have been allocated to
a branch for longer than six months should be evaluated for
circulation to ensure stock turn over and to provide the widest
possible range for users.
If an item has exhausted the circulation rota and is by an
established artiste, group or composer the item should be
transferred to reserve stock. The reserve stock should be
checked by the Bibliographic Services Librarian yearly for
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items that should be returned to the circulation process. Items
not suitable for return and surplus to requirements should be
offered for purchase by the pubic at the book sales.
Iterns in poor condition should be withdrawn and discarded.
Stock Replacement Policy
Audio
If necessary to replace audio material, the following standards will
apply.
If damaged, an individual audiocassette may be replaced, depending
upon availability. If an individual audiocassette is damaged and cannot
be replaced, the item will be withdrawn.
Pieces of classical music may be replaced by another copy of the
recording already in stock, or by an alternative recording of the piece
of music concerned. This will depend upon a number of factors,
including availability, the prestige of the particular recording or the
artistes.
CD recordings will replace audiocassettes.
Popular music can be replaced by purchase of another copy or by
circulation if another copy is in stock at a different branch
Talking Books
If it is considered necessary to replace a talking book, the following
standards will apply.
If damaged, individual tapes may be replaced if the publisher provides
a tape replacement service. If an individual tape is damaged and cannot
be replaced, the item will be withdrawn from stock.
If a talking book has had more than 25 issues it will be replaced if still
available.
Videos and DVDs.
If it is considered necessary to replace a video, the following standards
will apply.
If damaged, individual videocassettes, which are part of a set, may be
replaced depending upon availability. If an individual videocassette is
damaged and cannot be replaced, the item will be withdrawn from
stock.
Videos may be replaced by purchasing another copy. This will depend
upon a number of factors, including, number of previous issues,
availability, popularity, and the prestige of the film.
DVDs may replace videos.
Stock Sale Policy:
Items that have been withdrawn will be disposed of in a stock sale.
Each item will be date stamped to show when it was put into the sale.
30
Page 135
No item shall remain in the sale for more than six months.
Young Peoples Services
5.2
Young People’s Services stock is in a number of different categories. Within
these categories there are varying criteria to be applied with regard to the
circulation, editing, withdrawal and replacement of stock.
The maximum figure for the number of copies of any one title purchased is set
at six. to ensure that there are not an excessive number of copies of any
particular title. However a ratio of 1 copy for every 5 holds prevents waiting
lists from becoming too lengthy.
Binding is not appropriate as turnover in children and young people’s stock is
very rapid.
A professional children’s specialist oversees stock editing and withdrawal of
all materials. Generally stock which is in poor condition or not issuing will be
withdrawn and put in a library book sale. Consideration is also given to
foreign appeals.
Fiction
Board Books
Although stock in this category is chosen for its hard wearing qualities,
its user group means that heavy wear and tear is nevertheless
unavoidable. This means board books are very seldom suitable for
circulation, and require frequent weeding. It is vitally important that
this stock maintains a fresh and attractive appearance
Picture Books
These are mainly bought in hardback. Due to their popularity and
heavy wear and tear, this category is not often suitable for circulation,
and weeding is done on a regular basis. Titles not issuing well at
service points are moved into the FirstBooks collection. This service
also has its own core stock to provide bulk loans to pre-school groups
in East Dunbartonshire.
Big Books
As there is not a substantial holding of this category, they are currently
held in Library Headquarters. Their format means they are not
particularly robust, and therefore have to be weeded regularly, to
maintain an attractive stock. Replacements for the most popular titles
are bought.
Story Sacks
This collection needs frequent maintenance and editing, as each story
sack has a number of different components. As individual elements
31
Page 136
need replaced, this may be done by an identical item, or by a similar
item, if thought appropriate.
Early Readers
As the age group of these materials is fairly restricted, wear and tear is
reasonable. Since there are a limited number of titles available, this
category is suitable for circulation. Most titles are not automatically
replaced, but there are many reprints of popular stock, with more upto-date artwork.
General Fiction
Wear and tear on this category of stock is variable, and it is often
suitable for circulation. Popular classics are replaced as necessary,
while once-popular series require extensive editing.
Quick Reads
includes picture books for older children, comic books, novels for
reluctant readers, graphic novels and puzzle books. Very popular
materials are replaced regularly, and stock is circulated.
Teenage Fiction
This category is generally bought in paperback only. Single copy
hardbacks are bought for the most popular authors. Again, regular
weeding and stock circulation to maintain currency and appeal is
required.
Graphic Teens
This category is only available in paperback, and circulated regularly.
This category is also subject to a higher than average proportion of
rough handling by borrowers.
Classics
Replacement titles are bought as necessary, and titles which are not in
good condition but are not currently in print are identified by a
professiona1 children’s specialist, and then placed in the Young
People’s Services reserve at Library Headquarters.
Ethnic Minority Material
This category is not very suitable for circulation as the range available
is not extensive, and stock is matched to each service point’s
community profile.
Foreign Language material
32
Page 137
This may be circulated, as it has a long life, and not many titles are
generally available.
Gaelic
As with ethnic minority materials stock is closely matched to service
point community profiles, and is therefore not often considered for
circulation.
Non-Fiction
General
Acquisitions in this category are in a wide variety of different formats,
so it is important to ensure that stock is regularly weeded to maintain
an attractive appearance. Since much of the demand is generated by
schoolwork, stock circulation i s not as relevant. Items not part of
curricular support should be considered for circulation after twelve
months, or withdrawal if not issued for twenty four months. Items used
for curricular purposes may be maintained to ensure subject coverage.
Reference
Titles are withdrawn on a regular basis to maintain currency. The
introduction of electronic materials has meant the re-evaluation of this
category of stock.
ParentlCarer Collections
As stock in each service point consists of many of the same titles,
circulation is not a priority. Editing to maintain currency i s important.
Large Print
As the number of new titles available is small, this stock is circulated
regularly. Stock is not withdrawn solely on a non-issue basis, as the
total stockholding is very small.
SpokenWord
A representative collection of unabridged titles is bought both in tape
and CD format. These are expensive and are initially located in the
largest branches and cascaded to smaller branches every six months.
Cascading involves the planned transfer of items to other branches
usually based on date of purchase of stock or year of publication. To
maintain freshness and appeal, other categories of spoken word are
circulated and edited regularly.
Reserve Stock
33
Page 138
Young People’s Services maintain a reserve of book stock, held in the
William Patrick Library. The reserve consists of items with “classic”
status, or of particular local or Scottish interest. The Young People’s
Resource COordinator determines inclusion.
Circulating Collections
This category may consist of material in a number of different formats.
Its purpose is to highlight specific areas of stock, such as a particular
author or a genre such as fantasy. An author promotion could typically
include books in a variety of formats as well as CDs and book with
tape sets. Service provision in a specific area is also highlighted, for
example story sacks. Each service point will have at least one of these
a month. Once the collection has completed its circulation it is broken
up and stock is allocated to individual service points.
5.3
Information & Local Studies Service.
Use of reference materials is monitored on a regular basis, by carrying out
snapshot andysis of books and other resources requested andor taken from
the shelves by readers. Statistics so derived are used to identify the most
popular areas of stock, also to provide data for the regular ‘management of
change’ reviews which determine the balance between hard copy and
electronic resources. Those are carried out by the Information & Local Studies
Librarian and the Assistant Information & Local Studies Librarian.
The condition of general reference and local studies stock is reviewed on a
regular basis, by the Information & Local Studies Librarian, and around 10%
of the stock acquisition budget is set aside each year for purposes of
conservation, repair and binding. Local studies items are often unique to our
collection, so require special care and attention. Such items are often
irreplaceable, so ensuring their optimum condition is a particular
responsibility. Very often it is expedient to make a reprographic copy for
general use, to minimise wear and tear of an original. Even if the item is still
in copyright, this procedure is permissible under the terms of copyright
legislation, provided it is out-of-print or otherwise unobtainable as an original.
All items in the local studies collection are retained for permanent
preservation (except in the very rare cases where items are completely worn
out; in such cases a reprographic or other copy should be added to stock in
place of the original, if at all possible). Most items in the general reference
collection at Kirkintilloch should also be retained for permanent preservation.
However, considerations of space mean that items with a purpose that has
been superseded will require to be withdrawn from time to time. Items for
withdrawal in this way are identified each year by the Information & Local
Studies Librarian. Items for withdrawal from reference stock in community
libraries are identified by the community librarian and their removal agreed
with the Information & Local Studies Librarian. Such withdrawn items should
be made available to library users under the Stock Sale Policy.
A consideration when reviewing the ongoing policy for local studies stock,
especially books, is the need to maintain multiple copies of most items.
Responsibility for ensuring the preservation, for posterity, of copies of works
34
Page 139
of community history, also the works of local novelists, essayists and poets,
lies firmly with the local studies library staff in each area. When considering
the optimum number of copies for permanent preservation of each item, the
global number of copies (reference and lending) should be taken into
consideration. In some instances it is necessary to transfer ‘at risk’ items from
lending to reference stock.
The Information & Local Studies Librarian is responsible for ensuring that a
strong representation of Scottish books, covering a wide range of subjects,
especially history, geography, religion, sociology, language, literature, art,
architecture, archaeology and economics, is maintained in the general
reference stock. Scottish books withdrawn from lending stock are forwarded to
Information & Archives for consideration, in every instance.
35
Page 140
AGENDAITEMNO:
7
REPORT NO.: CTY/262/04/DA
BY:
(COMMUNITY 1
CONTACT OFFICER:
AND COMMUNITY DEVELOPMENT
SUBJECT TITLE:
A REPORT OF AN INTEGRATED INSPECTION BY
THE CARE COMMISSION AND H.M.
INSPECTORATE OF EDUCATION IN RELATION TO
MEIKLEHILL NURSERY SCHOOL,
KIRKINTILLOCH
1.
PURPOSE
1.1
To advise the Committee of the integrated inspection report received from the Care
Commission and H.M. Inspectorate of Education in relation to Meiklehill Nursery School,
Kirkintilloch. (Appendix 1)
2.
SUMMARY
2.1
Meiklehill Nursery School, Kirkintilloch was inspected in June 2004 as part of the integrated
inspection programme conducted by the Care Commission and H.M. Inspectorate of
Education.
2.2
The report highlighted a number of key strengths of the centre:
0
0
The very good programmes for emotional, personal and social development and
physical development and movement
Very effective partnership with parents
Very good support for families including children with additional support needs
The commitment and enthusiasm of the staff team
The effective leadership of the senior management team
2.3
The nursery school, with the assistance of the Early Years and Childcare Service, has been
asked to prepare an action plan indicating how the main findings of the report will be
addressed.
2.4
In liaison with the nursery school and Local Authority, Care Commission Officers and H.M.
Inspectors will monitor progress to ensure that improvements are in line with the main
findings of the report.
Page 141
-2-
3.
RECOMMENDATIONS
3.1
note the publication of the integrated inspection report on Meiklehill Nursery School,
Kirkintilloch;
3.2
note the key strengths within the nursery and the recommendations for improvement outlined
within the report and
3.3
congratulate the Head Teacher and her staff for providing quality of care and education.
DAVID ANDERSON
Head of Social Inclusion & Community Development
CTY/262/04/DA
Page 142
-3-
4. BACKGROUND
4.1
The Regulation of Care (Scotland) Act, 2001, requires that the Care Commission inspect all
care services covered by the Act on an annual basis to monitor the quality of care provided.
In accordance with the Act, the Care Commission and H.M. Inspectorate of Education carry
out integrated inspections of the quality of care and education on a triennial basis. In doing
this, inspection teams take account of National Care Standards, Early Education and
Childcare up to the age of 16, and The Child at the Centre.
4.2
H.M. Inspectorate o f Education and the Care Commission inspected Meiklehill Nursery
School, Kirkintilloch in February 2004 as part o f the programme of integrated inspections.
4.3
Meiklehill Nursery School, provides pre-school places for children aged 3-5 years old.
4.3
The following standards and related quality indicators were used in the recent inspection.
National Care Standard
Standard 2 - A Safe Environment
Standard 4 - Engaging with Children
Standard 5 - Quality of Experience
Standard 6 - Support and Development
Standard 14 - Well-managed service
Child at the Centre Quality Indicator
Resources
Development and learning through play
Curriculum
Children’s development and learning
Support for children and families
Management, Leadership and Quality
Assurance
5.
FURTHER INFORMATION
5.1
Overall, the inspectors identified the following key strengths:
0
0
0
high quality of staff interaction with children
very good curricular programmes
procedures for planning the curriculum
assessing and recording children’s progress
supporting the needs of families
effectiveness of management
commitment and teamwork of staff
5.2
The Nursery, with the assistance of the Early Years and Childcare Service, has been asked to
prepare an action plan indicating how the main findings of the report will be addressed.
5.3
In liaison with the Nursery and Local Authority, Care Commission Officers and H.M.
CTY/262/04/DA
Page 143
Appendix 1
A REPORT OF AN INTEGRATED
INSPECTION BY THE CARE COMMISSION
AND HM INSPECTORATE OF EDUCATION
IN RELATION TO MEIKLEHILL NURSERY
SCHOOL, KIRKINTILLOCH.
CTY/262/04/DA
Page 144
Integrated Inspection by the
Care Commission and
HM Inspectorate of Education of
Meiklehill Nursery School
27 October 2004
Page 145
Highfield Road
Kirkintilloch
East Dunbartonshire
G66 2DX
Resources
Curriculum
Standard 14 - Well-managed Service
Assurance
Evaluations made using HMlE quality indicators use the following scale, and these
words are used in the report to describe the team’s judgements:
Very good
Good
Fair
Unsatisfactory
:
:
:
:
major strengths
strengths outweigh weaknesses
some important weaknesses
major weaknesses
Reports contain Recommendations which are intended to support improvements in
the quality of service.
Any Requirements refer to actions which must be taken by service providers to ensure
that regulations are met and there is compliance with relevant legislation. In these
cases the regulation(s) to which requirements refer will be noted clearly and
timescales given.
Page 146
HOW TO CONTACT US
Copies of this report have been sent to the headteacher, staff and the
education authority. Copies are also available on the Care
Commission website: www.carecommission.comand HMlE website:
www.hmie.g0V.uk.
Should you wish to comment on or make a complaint about any
aspect of the inspection or about this report you should write either to
the Care Commission or to HM Inspectorate of Education at the
address below. If you are still dissatisfied with our services, you can
contact your member of the Scottish Parliament (or, if you prefer, any
other MSP). You can also contact the Scottish Parliamentary
Ombudsman. The Ombudsman is fully independent and has powers
to investigate complaints about Government departments and
Agencies.
Complaints Co-ordinator
Headquarters
Care Commission
Compass House
Riverside Drive
Dundee
DDI 4NY
Hazel Dewart
Saughton House
Broomhouse Drive
EDINBURGH
EH11 3XD
Care Commission
This report may be reproduced in whole or in part, except for
commercial purposes or in connection with a prospectus or
advertisement, provided that the source and date thereof are stated.
Page 147
Care Commission and
“
IInspectorate of Education of
Introduction
Meiktehill Nursery School was inspected in June 2004 as part of
the integrated inspection programme by the Care Commission
and HM Inspectorate of Education. The nursery catered for
children from age three until commencing primary school. At the
time of the inspection the roll was 87.
The environment
Standard 2
The nursery offered a welcoming environment. Displays of
children’s work and themed activity areas were attractively
presented. Appropriate security measures were in place. Kitchen
facilities were suitable and adequately equipped. Plans were in
place to upgrade the children’s toilet facilities to provide sufficient
privacy for children. However, work had not yet started. The
nursery was well organised and resourced.
The open plan accommodation was effectively laid out to enable
children to play independently or in groups. The adjacent outdoor
area was safely enclosed and well maintained. It offered
generous space but this needed to be used more effectively to
encourage children to investigate and explore outdoors.
Quality of children’s experience
Standard 4 & 5
Staff had created a safe and happy environment where children
were welcomed and valued highly. Key workers, who had
responsibility for small groups of children, knew them very well
and were sensitive to their needs. Staff intervened sensitively to
support children’s learning. The daily programme provided a
good balance between free play and adult-led activities for
chjIdren.
Staff planned their work well. They planned a range of topics,
taking account of seasonal events, festivals and themes. This
ensured that children had varied opportunities to extend their
learning through use of a broad and balanced curriculum. They
observed children regularly and recorded observations in daily
diaries in order to extend children’s learning. However, staff did
not take sufficient account of children’s interests and stages of
development when planning their learning. They needed to refine
the planning process. link it more closely to assessment and
identify more soecifir: next steps in all chilrlrcm’c laarning
1
Page 148
Features of the programmes for children included the following.
The programme for emotional, personal and social
development was very good. Children were happy and
settled in the nursery and familiar with the daily routines.
They were developing friendships and cooperated well with
each other and with adults. Children were aware of the
needs of others and were learning to follow rules. They were
developing independence through caring for themselves in
personal tasks and helping to prepare and serve snack.
In communication and language, staff provided good
opportunities for children to develop skills in listening and
talking. Children listened attentively to stories. They were
eager to involve adults and each other in conversation. Staff
made appropriate use of print on displays to encourage
discussion and children’s interest in early reading. Most
children could recognise their name in print and some could
write it. However, children required more opportunities to
develop their skills in early writing through play experiences.
1
The programme for developing children’s knowledge and
understanding of the world was good. Children were learning
about their local environment through visits to places of
interest including the library, canal, community centre and
Mugdock Country Park. Most children were making good
progress in naming basic colours, shapes and simple
number. They enjoyed playing matching games. Children
were developing their skills of observation through
investigatingthe life cycle of the butterfly and watching the
light tower in the sensory room. Children required more
opportunities to develop skills in early mathematics through
play experiences.
The programme for expressive and aesthetic development
was good. Children participated enthusiastically in singing
and making music using percussion instruments. They were
developing a variety of skills using art and craft materials.
They enjoyed painting, junk modelling, collage and using play
dough. However, staff needed to give children more regular
opportunities for self-expression in art and craft activities and
extend the contexts for role-play.
The programme for physical development and movement was
very good overall. Children were developing effective hand
control by using paintbrushes, rolling pins, scissors, pencils
and the computer mouse. Some children took part
enthusiastically in stirring, cooking and kneading their own
playdough. They had regular opportunities to engage in
energetic play outdoors using large-scale equipment.
However, staff needed to provide further opportunities for
children to enjoy energetic activity indoors on a regular basis.
Standard 6
The nursery offered very good support to all children and their
parentc
Thew w a c a \mry offor-ti\ln anrl
inrlt Iciwo n n g n of
services to support all children and their families, Parents were
kept well informed about the work of the nursery through a notice
board, regular newsletters, parents’ meetings and informal
discussions. Almost all parents who responded to the
2
Page 149
pre-inspection questionnaire were very satisfied with all aspects
of the nursery. There were good opportunities to discuss
children’s progress in a variety of informal and formal settings.
There was a well-planned programme of induction which
supported children transferring to primary school. Information on
children’s progress was shared with parents and with the
receiving P I teacher. This eased the transition for children
between nursery and PI. The nursery school provided very good
support for children who required extra support in their learning.
Staff had very good liaison with relevant support agencies and
other professionals. All specialists, professionals and staff
involved in the children’s care and education met regularly to
discuss the needs of individual children, when appropriate.
The senior management team and staff were aware of, and had
received recent training in, child protection policy and procedures.
Management
Standard 14
The experienced headteacher provided good leadership. She
was dedicated to the work of the nursery and had established
effective relationships with staff, parents and children. The
headteacher was open and approachable and had fostered
effective teamwork. The senior nursery nurse provided good
support to the headteacher in the efficient day-to-day running of
the nursery. Staff worked well together as a team. They were
committed and enthusiastic under the effective leadership of the
senior management team. Appropriate policies and procedures
had been developed in line with local and national guidance.
Staffing levels met with national guidance. Staff were deployed
effectively and worked well together as a team. They held a
range of qualifications in early education and childcare. A system
of formal review was in place for all staff who accessed an
appropriate range of in-service training and development
opportunities to enhance their practice.
The headteacher had involved staff in evaluating nursery practice
and provided regular opportunities for them to contribute to all
aspects of the nursery. She needed to establish more rigorous
and systematic procedures for monitoring and evaluating
children’s teaming and development.
Key strengths
The very good programmes for emotional, personal and
social development and physical development and
movement.
Very effective partnership with parents.
Very good support for families including children with
additional support needs.
The commitment and enthusiasm of the staff team.
Tlic c f f c d i v G IcaJci JI lip u f LI IF. aci iiui
I I id1 IdyGl Ilcl I1
leer I I
3
Page 150
Recommendations for improvement
The education authority should work with the school to
address accommodation issues as detailed in this report.
rn
The headteacher should introduce more rigorous and
systematic procedures for monitoring and evaluating the
service.
Care Cornmission Officers and HM Inspectors have asked the
pre-school centre and Education Authority to prepare an action
plan indicating how they will address the main findings of the
report. Where requirements are made, the action plan should
include timescales to deal with these. The plan will be available
to parents and carers. In liaison with the pre-school centre and
Education Authority, Care Commission Officers and
HM Inspectors will monitor progress to ensure improvements are
in line with the main findings of the report.
Ellison Watt
Care Commission
4
Page 151
Gill McKinnon
AGENDA ITEM NO:
If
(COMMUNITY)
BY:
CONTACT OFFICER
SUBJECT TITLE:
THE CARE COMMISSION AND HM
WESTERTON PRE-SCHOOL AND PLAYGROUP,
BEARSDEN.
1.
PURPOSE
1.1
Commission and H.M. lnspectorale or Education in relation to Westerton Pre-School and
Playgroup, Bearsden.
2.
SUMMARY
2.1
Westerton Pre-School and Playgroup, Bearsden was inspected in August 2004 as part of the
integrated inspection programme conducted by the Care Commission and H.M. Inspectorate
of Education.
2.2
0
0
0
The happy, relaxed children
The positive relationships among staff, children, parents and community
The good use of community resources to support children’s learning and
development.
2.3
A number of recommendations for improvement were made.
2.3
The Playgroup, with the assistance of the Early Years and Childcare Service, has been asked
to prepare an action plan indicating how the main findings of the report will be addressed.
2.4
In liaison with the Playgroup and Local Authority, Care Commission Officers and HM
Page 152
A REPORT BY H.M.INSPECTORATEAND CARE COMMISSION ON THE INTEGRATED INSPECTION
OF WESTERTON PRE-SCHOOLAND PLAYGROUP, BEARSDEN
2
3.
RECOMMENDATIONS
3.1
note the publication of the integrated inspection report on Westerton Pre-School and
Playgroup, Bearsden; and
3.2
note the key strengths within the playgroup and the recommendations for improvement
outlined within the report.
DAVID ANDERSON
CTYl27 1/04/DA
Page 153
A REPORT BY H.M.JNSPECTORATE AND CARE COMMISSION ON THE INTEGRATED INSPECTlON
OF WESTERTON PRE-SCHOOL AND PLAYGROUP, BEARSDEN
3
4. BACKGROUND
4.1
care services covered by the Act on an annual basis to monitor the quality of care provided. In
accordance with the Act, the Care Commission and H.M. Inspectorate of Education carry out
integrated inspections of the quality of care and education on a triennial basis. In doing this,
inspection teams take account of National Care Stunhrds, Early Education and Childcare up
to the age of 16, and The Child at the Centre.
4.2
H.M. Inspectorate of Education and the Care Commission inspected Westerton Pre-School
and Playgroup, Bearsden in August 2004 as part of the programme of integrated inspections.
4.3
Westerton Pre-School and Playgroup, Bearsden is in partnership with East Dunbartonshire
Council to provide pre-school education to children age 3-5 years.
4.3
I
I
I
I
Resources
Curriculum
Children’s develoDment and learning
Assurance.
5.
FURTHER INFORRIATION
5.1
e
e
e
I
I
the wide range of policies and procedures
the wide range of information available to parents
the positive relationships between staff and children
5.2
The Playgroup, with the assistance of the Education Authority, has been asked to prepare an
action plan indicating how the main findings of the report will be addressed and to share the
plan with parents and carers.
5.3
In liaison with the Playgroup and Local Authority, Care Commission Officers and HM
CTY/271/04/DA
Page 154
A REPORT BY H.M.INSPECTORATEAND CARE COMMISSION ON THE INTEGRATED INSPECTION
OF WESTERTON PRE-SCHOOLAND PLAYGROUP, BEARSDEN
4
Appendix 1
A REPORT OF AN INTEGRATED
INSPECTION BY THE CARE COMMISSION
AND HM INSPECTORATE OF EDUCATION
IN RELATION TO WESTERTON PRESCHOOL & PLAYGROUP, BEARSDEN
CTYl27 1/04/DA
Page 155
Care Commission and
Westerton Pre-School and Playgroup
Bearsden
I December 2004
Page 156
82 Maxwell Avenue
Bearsden
G61 I N 2
The Regulation of Care (Scotland) Act, 2001, requires that the Care Commission
inspect all care services covered by the Act every year to monitor the quality of care
provided. In accordance with the Act, the Care Commission and HM Inspectorate of
Education carry out integrated inspections of the quality of care and education. In
doing this, inspection teams take account of National Care Standards, Early Education
and Childcare up to the age of 16, and The Child at the Centre. The following
standards and related quality indicators were used in the recent inspection.
Resources
Curriculum
Children's aevelopment and learning
Support for children and farnil'es
Standard 6 - Support ana Development
Standard 14 - Well-rnanaged Service
I
I Management, Leadership and Quality
words are used in the report to describe the team's judgements:
Very good
Good
Fair
Unsatisfactory
:
:
:
:
major strengths
major weaknesses
cases the regulation(s) to which requirements refer will be noted clearly and
timescales given.
Page 157
HOW TO CONTACT US
Copies of this report have been sent to the head of service, staff and
the education authority. Copies are also available on the Care
Cornmission website: www.carecommission.com and HMlE website:
www.hmie,gov.uk.
Agencies.
Headquarters
Care Commission
Compass House
Riverside Drive
Dundee
DDI 4NY
Hazel Dewart
Saughton House
Broomhouse Drive
EDINBURGH
EH11 3XD
Care Commission
Page 158
Care Commission and
Bearsden
Introduction
Westerton Pre-School and Playgroup was inspected in
August 2004 as part of the integrated inspection programme by
the Care Commission and HM Inspectorate of Education. The
nursery catered for children from age three to five years. At the
time of the inspection the roll was 35.
The environment
Standard 2
Westerton Pre-School and Playgroup was based within
Westerton Lesser Hall, Milngavie. The accommodation
comprised of one main playroom, entrance hallway and toilet
facilities. Additionally, there was access to a large hall and an
outdoor area for physical play. A programme of redecoration was
underway.
Although staff had implemented measures to ensure the safety
and security of children, some issues in relation to health and
safety and fire safety should be addressed. There was no formal
system of risk assessment.
The layout of the room and organisation of resources offered
limited opportunities for children’s choice. The managers should
ensure that more effective use is made of the available space.
They should improve children’s access to resources to enhance
play and learning opportunities.
Appropriate procedures were in place for the maintenance and
cleaning of play equipment, materials and soft furnishings.
Standard 4 & 5
Staff had established positive relationships with children. They
talked to them in a warm, friendly manner and paid good attention
to their physical and emotional needs. Although children were
happy and relaxed in their activities, staff needed to make more
effective use of children’s play experiences and discussion to
support and extend learning. They needed to extend the
opportunities for children to make decisions in their play and
improve the balance between adult-led activities and children’s
choice.
Staff provided activities in each area of children’s development
and learning. However, the levels of challenge in some activities
were not sufficiently well matched to the devetopmental needs of
some children. Staff did not identify what they expected children
to learn. They needed to develop their use of observation and
evaluation of children’s learning and use this information in
1
Page 159
planning to ensure progression in children’s learning. Staff
recorded information on children’s progress and shared this with
parents.
Features of the programmes for children included the following.
Staff provided good experiences to support children’s
emotional, personal and social development. Children were
polite and friendly. They showed consideration for one
another, played cooperatively and shared their toys. They
had established good hand washing practices. Staff did not
make sufficient use of snack times to promote children’s
independence.
The range of experiences provided by staff to develop
children’s communication and language was good overall.
Staff made good use of the nearby local library to encourage
children’s interest in the use of books. Children visited the
library weekly to choose books and listen to stories. They
handled books with care and most listened attentively and
were able to respond to simple questions. Children talked
confidently to adults and to one another. Staff provided some
opportunities for children to write in their play. They needed
to extend these opportunities to develop further children’s
interest and skills in early reading and writing.
The activities to develop children’s knowledge and
understanding of the world were good overall. Children
learned about the world of work by meeting visitors from the
community. They had some opportunities to observe growth
and change through planting activities. Most children were
familiar with the names of co1ours and shapes, and could
recall counting songs and rhymes. They did not have
sufficient opportunities to develop their understanding of early
maths or to use observation and investigation skills in their
play.
The experiences provided by staff to support children’s
expressive and aesthetic development were fair. Children
had some opportunities to engage in art and craft, music
making and role-play. However, in art and craft, many
activities were adult directed and did not provide sufficient
time or opportunity for children to invent and develop their
own creative ideas. In singing and music making, staff
needed to develop a structured programme to extend
children’s awareness of beat and the use of instruments.
Children benefited from a good range of activities to support
their physical development and movement. Staff made
effective use of the large hall, outdoor park and walks in the
local area to provide regular opportunities for energetic
activity. Children demonstrated good hand control in building
with construction toys, and using pencils and scissors. Staff
should now develop a structured programme to ensure
progression in children’s skills in the use of space and
equipment.
Standard 6
Staff provided good support to children and families. They knew
them well and had established positive relationships with parents,
children and members of the community. Almost all parents who
2
Page 160
responded to the pre-inspection questionnaire were satisfied with
the care and education provided for their children. A few thought
that some activities could be more challenging. Staff maintained
good communication with parents through daily conversation,
newsletters and parents’ evenings. There was a very effective
programme to support children in their transition to the local
primary school. This included weekly visits from the P I teacher
throughout the year.
Management
Standard 14
The management of the service was fair overall. The day-to-day
running of the pre-school and playgroup was shared between two
managers. A voluntary parents’ committee was generally
responsible for administration matters. The roles and
responsibilities of the committee and the managers needed to be
clearly defined to improve the effectiveness and quality of the
service. The recording system within the group was inconsistent.
Managers and the committee should ensure that records are
maintained effectively. The managers attended monthly
committee meetings and kept staff informed of decisions.
The policies and procedures were generally appropriate to the
service. There was no written whistleblowing policy. The existing
complaints policy required to be improved. The committee
reviewed all policies and procedures but there was no evidence to
confirm the process adopted. Staff had not been included fully in
the decision-making and review process. Staff had a good
understanding of local authority child protection procedures and
knew how to implement them.
A staff appraisal scheme had been developed recently and
training and development needs identified. Training opportunities
were made available to the managers and staff. However, over
the last year there was no evidence to verify attendance at
training courses.
Relationships between committee members, managers, parents
and children were good. Parents were encouraged to be involved
within the service by assisting on outings and through fundraising.
Although the committee sought feedback from parents to assist in
the evaluation of the service, no evidence about their views or the
action taken as a result was available. The committee should
liaise with staff to develop an effective system of self-evaluation to
ensure improvement in the quality of experience for children.
Key strengths
The happy, relaxed children,
The positive relationships among staff, children, parents and
cornmunity.
The good use of community resources to support children’s
learning and development.
3
Page 161
Staff should improve children’s access to resources and
increase their opportunities for independent learning.
Staff should make more effective use of observation and
assessment to plan appropriately challenging experiences for
children.
Staff should make more effective use of children’s play
experiences to develop their skills in early reading, writing
and maths.
e
Staff should provide more opportunities for children to
develop skills in observation and investigation in their play.
I
Staff should develop a structured programme to develop
children’s skills in music making and provide more
opportunities for children to develop their own creative ideas
in art and craft.
The committee and managers should clearly identify their
individual roles and areas of responsibility within the service.
The committee and managers should work together with staff
to develop an effective system of self-evaluation to ensure
continuous improvement in the quality of experience for
children.
The committee should develop a written policy and procedure
with regard to whistleblowing.
Requirements
rn
The committee and managers need to develop a formalised
system of risk assessment that includes premises indoors,
outdoors and for trips and outings. The Regulation of Care
(Requirements as to Care Services) (Scotland) Regulations
2002 Welfare of users: 4 (I}
(a) and Fitness of Premises:
10 (2) (a)
The system of recording in relation to staff files required
attention. Staff files were inconsistent in content and should
provide evidence of all required information as noted within
The Regulation of Care (Requirements as to Care Services)
(Scotland) Regulations 2002 Records: 19 (2) (a)(b)(c)(d)(e)
0
Further development of the complaints policy and procedure
is required to include timescales and the Care Commission
contact address. The Regulation of Care (Requirements as
to Care Services) (Scotland) Regulations 2002 Complaints:
25 (4) ( 6 ) W
4
Page 162
Care Commission Officers and HM Inspectors have asked the
Christine Bartlett
Care Commission
Muriel Weir
5
Page 163
AGENDA ITEM NO:
14
~~~
BY:
(COMMUNITY)
CONTACT OFFICER:
SUBJECT TITLE:
THE CARE COMMISSION AND HM
KILMARDINNY NURSERY, MILNGAVIE.
1.
PURPOSE
1.1
Commission and H.M. Inspectorate of Education in relation to Kilmardinny Nursery,
Milngavie.
2.
SUMMARY
2.1
Kilmardinny Nursery, Milngavie was inspected in September 2004 as part of the integrated
inspection programme conducted by the Care Commission and H.M. Inspectorate of
Education.
2.2
The confident and enthusiastic children.
The positive relationships among staff, parents and children.
The good use outdoor of facilities to extend children’s learning
The hardworking and enthusiastic owner and staff and their coinmitment to providing
a quality service.
2.3
The nursery, with the assistance of the Early Years and Childcare Service, has been asked to
prepare an action pIan indicating how the main findings of the report will be addressed.
2.4
In liaison with the nursery and Local Authority, Care Commission Officers and HM
Page 164
A REPORT OF AN INTEGRATED INSPECTION BY THE CARE COMMISSION AND HM
INSPECTORATE OF EDUCATION IN RELATION TO KILMARDINNY NURSERY,MJLNGAVIE.
2
3.
RECOMMENDATIONS
I t is recommended that the Committee:
3.1
note the publication of the integrated inspection report on Kilmardinny Nursery, Milngavie;
3.2
note the key strengths within the nursery and the recommendations for improvement outlined
within the report.
DAVID ANDERSON
CTY/272/04/DA
Page 165
A REPORT OF AN INTEGRATED INSPECTION BY THE CAKE COMMISSION AND HM
INSPECTORATEOF EDUCATION IN RELATION TO KILMARDINNY NURSERY,MILNGAVIE.
3
4. BACKGROUND
4.1
care services covered by the Act on an annual basis to monitor the quality of care provided. In
accordance with the Act, the Care Commission and H.M. Inspectorate of Education carry out
integrated inspections of the quality of care and education on a triennial basis. In doing this,
inspection teams take account of National Care Standards, Early Education and Childcare up
to the age of’16, and The Child at the Centre.
4.2
H.M. Inspectorate of Education and the Care Commission inspected Kilmardinny Nursery
Milngavie in June 2004 as part of the programme of integrated inspections.
4.3
Kilmardinny Nursery is in partnership with east Dunbartonshire Council to provide preschool education for children aged 3-5 years old.
4.3
Resources
1
Curriculum
Assurance.
5.
FURTHER INFORMATION
5.1
I
I
I
The good use of outdoor facilities to extend children’s learning
The hardworking and enthusiastic owner and staff and their commitment to providing
a quality service.
5.2
The Nursery, with the assistance of the Education Authority, have been asked to prepare an
action plan indicating how the main findings of the report will be addressed and to share the
plan with parents and carers.
5.3
In liaison with the Nursery and Local Authority, Care Commission Officers and HM
CTY/272/04/DA
Page 166
A REPORT OF A N INTEGRATED INSPECTION BY THE CARE COMMISSION AND HM
INSPECTORATE OF EDUCATION IN RELATION TO KTLMARDTNNY NURSERY, MILNGAVIE.
4
Appendix 3
A REPORT OF AN INTEGRATED INSPECTION BY THE
CARE COMMISSION AND HM INSPECTORATE OF
EDUCATION IN RELATION TO KILMARDINNY NURSERY,
MILNGAVIE.
CTY/272/04/DA
Page 167
Care Commission and
KiImardinny Nursery
MiIngavie
I December 2004
Page 168
Kilmardinny Nursery
cl0 West of Scotland Rugby Club
Glasgow Road
Mi Ingavie
G62 6AH
The Regulation of Care (Scotland) Act, 2001, requires that the Care Commission
inspect all care services covered by the Act every year to monitor the quality of care
provided. In accordance with the Act, the Care Commission and HM Inspectorate of
Education carry out integrated inspections of the quality of care and education. In
doing this, inspection teams take account of National Care Standards, Early Education
and Childcare up to the age of 16, and The Child at the Centre. The following
standards and related quality indicators were used in the recent inspection.
Resources
Curriculum
Children's development and learning
Standard 14 - Well-managed Service
I Management, Leadership and Quality
I
words are used in the report to describe the team's judgements:
Very good
Good
Fair
Unsatisfactory
:
:
:
:
major strengths
major weaknesses
cases the regulation(s) to which requirements refer will be noted ctearly and
timescales given.
Page 169
HOW TO CONTACT US
Copies of this report have been sent to the head of service, staff and
the education authority. Copies are also available on the Care
Cornmission website: www.carecommission.com and HMlE website:
www.hmie.g0V.uk.
Agencies.
Headquarters
Care Commission
Compass House
Riverside Drive
Dundee
DDI 4NY
Hazel Dewarl
Saughton House
Broomhouse Drive
E DIN5URGH
EH11 3XD
Care Commission
Page 170
Care Commission and
Kilmardinny Nursery
MiIngavie
Introduction
Kilmardinny Nursery was inspected in September 2004 as part of
the integrated inspection programme by the Care Commission
and HM Inspectorate of Education. The nursery catered for
children from age three to five years. Children aged five to eight
years attended an out-of-school care service. At the time of the
inspection the roll was 33.
The environment
Standard 2
Kilmardinny Nursery was accommodated within the premises of
the West of Scotland Rugby Club, Milngavie. The
accommodation used comprised of one large main playroom,
kitchen, entrance hallway and toilet facilities. There was access
to a large outdoor play area for physical play.
The environment was safe, secure, and hygienic. Generally, the
condition of the accommodation was satisfactory. Staff had
endeavoured to make the area attractive and stimulating for
children within the confines of shared accommodation. They had
made effective use of the play space available to create good
opportunities for children to participate in small and larger group
activities. The nursery had an appropriate range of resources to
support children’s development and learning.
All relevant health and safety and fire safety arrangements were
satisfactory. A procedure of risk assessment had been
introduced. Equipment was well maintained and appropriate
measures had been implemented to control the spread of
infection. Staff held appropriate and valid first aid certificates and
food handling certificates.
Standard 4 & 5
The overall pace of the day was relaxed and children responded
enthusiastically to the opportunities for choice. However, on
some occasions the timing of staff interventions interrupted
children’s involvement in their play and some lost interest. Staff
interaction with children was generally good. On some occasions
they did not give children sufficient time to think and respond and
missed opportunities to make effective use of discussion to
extend learning.
Staff planned a broad range of experiences in each area of
children’s development and learning. They recorded
observations of children’s response to activities and their
progress in learning. Staff needed to develop further their skills in
identifying appropriate next steps in learning. Information on
1
Page 171
children’s progress was shared with parents through collections of
work, photographs and assessment records.
Features of the programmes for children aged three to five years
included the following.
0
The programme to support children’s emotional, personal and
social development was good. Staff used praise effectively to
celebrate children’s achievements. They encouraged
children to make choices and be independent. Children were
cheerful and helpful, shared toys and took their turn in
games. Staff should expand the existing arrangements for
snack and meal times to promote further opportunities for
social interaction and independence.
4
The programme for communication and language was good
overall. Children had good opportunities to develop skills in
early writing in their play. Children talked confidently to
express their ideas. Most listened attentively to stories and
instructions. Staff promoted children’s interest in books
through a library lending scheme and story telling sessions
with a well-known local author. However, children did not
make regular use of books in their play. Staff now needed to
stimulate children’s interest in the use of books and print for
information and relaxation within the nursery.
Overall, staff provided a good range of experiences to extend
children’s knowledge and understanding of the world.
Children observed seasonal change and growth through
walks, outdoor play and planting activities. They gained an
understanding of their own and other cultures through visitors
to the nursery and the celebration of festivals. Most were
making good progress in acquiring skills in counting and
recognising colours and shapes. They needed more
opportunities to develop investigative skills and use number
and maths in their play.
0
The programme for expressive and aesthetic development
was good. Children had good opportunities to express
themselves in role-play through dressing up and dramatic
activities. These opportunities were extended through weekly
dance sessions led by a visiting specialist. They needed
more opportunities to invent and develop their own ideas in
music making and art and craft.
4
The programme for physical development and movement was
good. Outdoors, children had daily use of wheeled toys, balls
and other games equipment. Indoors, they were gaining
skills in balancing, aiming and throwing. Children
demonstrated good hand control in building with construction
toys, using cutlery and writing materials. They did not have
opportunities to use large physical equipment.
Standard 6
Staff provided good support to children and families. They knew
children well and worked closely with parents and carers to
provide sensitive support to those adjusting to new routines and
child care arrangements. Children were happy and almost all
were settled in the nursery. Staff had established positive
relationships with parents. They ensured that parents were kept
well informed through regular newsletters, an attractive notice
2
Page 172
board, informal and formal communication. Parents who
responded to the pre-inspection questionnaire were satisfied with
the work of the nursery. They had confidence in staff and were
assured that their children were receiving good care and
education.
Staff shared information on children’s progress with receiving
primary schools at the time of transition to PI. These links
needed to be developed further to ensure continuous progress in
children’s learning and ensure a smooth process at transition.
Staff worked effectively with parents and other agencies to
provide good support to children with additional needs.
Staff provided appropriate care and support for school-aged
children attending the service. However, the space available was
limited and the programme of activities needed to be extended.
Staff should now use observations of children’s interests and
needs to plan appropriately stimulating activities. The need for
future staff training in the care of school-aged children had been
identified.
Management
Standard 14
The effectiveness of leadership within the service was good
overall. The ownedmanager had established good relationships
with staff, parents and children. The ownedmanager and staff
were hard working and committed to improving the service.
Staff work was regularly monitored and training needs were
appropriately identified through the annual appraisal system.
Generally, recording procedures were good. However, the
recording of accidents and incidents needed to be improved.
Information held in staff files was not consistent.
Appropriate polices and procedures were in place and
implemented by staff. Staff were fully aware of the nursery’s
policy and procedures in matters relating to child protection and
had received appropriate training. Staff were involved in the
review process of all written polices and procedures.
A process to monitor and evaluate the quality of the provision for
children had been introduced. Feedback on the service was
regularly sought through the use of questionnaires and a
comments book. Outcomes were used to inform planning and
evaluation of the quality of the service provided.
All childcare staff held relevant qualifications. Safe recruitment
procedures and appropriate ratios of staff to children were in
place. The ownedmanager planned to obtain a relevant childcare
qualification to meet the criteria for registration with the Scottish
Social Services Council.
Key strengths
0
The good use of outdoor facilities to extend children’s
learning.
3
Page 173
The hard working and enthusiastic owner and staff and their
commitment to providing a quality service.
Other Issues
Response to
recommendations Or to
requirements made at
previous inspection
Six recommendations had been made following the previous
inspection. All issues had been addressed or were being
developed at the time of this inspection.
Five requirements had been made following the previous
inspection. Four had been addressed fully.
The requirement made with regard to the inconsistent content of
staff files had still to be overtaken.
0
Staff should improve their use of observation and assessment
information to plan appropriate future learning experiences for
children.
Staff should provide more play experiences in which children
can observe, investigate and discover.
Staff should develop ways to stimulate children’s interest in
books for information and relaxation in their play.
Staff should develop further the programme of activities for
school-age children.
0
The ownedmanager should develop a more appropriate
system and procedure for the recording of accidents and
incidents.
0
Staff files should be consistent in content as required within
The Regulation of Care (Requirements as to Care Services)
(Scotland) Regulations 2002 Records:19 (2) (a) (b) (c) (d) (e).
Requirements
Care Commission Officers and HM Inspectors have asked the
Christine Bartlett
Care Commission
4
Page 174
Muriel Weir
HM [nspectorate of Education
9
AGENDA ITEM NO:
20
ON:14'rHDECEMBER 2004
BY:
(COMMUNITY)
CONTACT OFFICER:
AND COMMUNITY DEVELOPMENT (0141 578 8708)
SUBJECT TITLE:
A REPORT BY THE CARE COMMISSION ON THE
STANDARD INSPECTIONS OF:
a) LENNOXTOWN PRIMARY NURSERY CLASS
b) CAMPSIE VIEW SCHOOL NURSERY CLASS
c ) CRAIGHEAD PRIMARY NURSERY CLASS
d) BALDERNOCK PLAYGROUP
e) LENZIE ON MONCKIEFF PLAYGROUP
f) TORRANCE PRIMARY NURSERY CLASS
g) GARTCONNER PRIMARY NURSERY CLASS
h) HILLHEAD NURSERY CLASS
1.
PURPOSE
1.1
To advise the Committee of the reports received from the Care Commission regarding the
above named Early Years establishments.
2.
SUMMARY
2.1
The nurseries and playgroups were inspected in the period June to October 2004 as part o f the
annual inspection programme conducted by the Care Commission.
2.2
The nurseries and playgroups have been asked to prepare an action plan indicating how the
main findings of the reports will be addressed.
3.
KECOMMEND.4TIONS
3.1
note the publication of the Care Commission reports on the nurseries and playgroups; and
3.2
congratulate the staff of the nurseries and playgroups for providing quality of care.
DAVID ANDERSON
Page 175
A REPORT BY THE CARE COMhlISSION ON THE STANDARD INSPECTIONS
OF: a) LENNOXTOWH PRIMARY NURSERY CLASS, b) CAMPSIE VIEW SCHOOL NURSERY CLASS, c)
CMIGHEAD PRIMARY NURSERY CLASS, d) BALDERNOCK PLAYGROUP, e) LENZIE ON MONCRIEFF
PLAYGROUP, f) TORR4NCE PRIMARY NURSERY CLASS, g ) GARTCONNER PRIMARY NURSERY CLASS and
h) HILLHEAD NURSERY CLASS
2
4.
BACKGROUND
4.1
The Regulation of Care (Scotland) Act, 2001, requires that the Care Commission inspect
all care services covered by the Act on an annual basis to monitor the quality of care
provided. In doing t h i s , inspection teams take account of the Regulations SSI/I14 2002
and the Nutioizul Cure Standards.
4.2
These nurseries provide pre-school education for 3-5 year old children. The playgroups
are in partnership with East Dunbartonshire Council to provide this.
4.3
The following standards were used in the recent Year 2 inspections.
I National Care Standard
--1
I Standard 1 - Being welcomed and valued
1
I Standard 3 - Health and wellbeing
I
I
I
I
Standard 7 - A Caring Environment
Standard 8 - Eaualitv and fairness
Standard 9 - Involving. the Cominunitv
Standard 10 - Involving other Services
Standard 11 - Access to resources
Standard I2 - Confidence in staff
Standard 13 - ImDroving the service
I
I
I
5.
FURTHER INFORMATION
5.1
The report will be of interest to other departments of the Council.
CTY/269/04/DA
Page 176
A WPOKT UY THE CARE COMMISSION ON THE STANDARD INSPECTIONS
OF: a) LENNOXTOWN PRIMARY NURSERY CLASS, b) CAMPSIE VIEW SCHOOL NURSERY CLASS, C) CRAIGHEAD PRIMARY NUKSEKY CLASS,
d) BALDERNOCK PLAYGROUP, e) LENZTE ON MONCRIEFF PLAYGROUP, 0 TORRANCE PRIMARY NURSERY CLASS, g) GARTCONNEK
PRIMARY NURSERY CLASS and h) HILLHEAD NURSERY CLASS
3
Nursery: Lennoxtown Primary Nursery Class
Type of Inspection: Standard Year 2
Date: 13thOctober 2004
NATIONAL CARE
STANDARDS
Care Standard 3
AREAS FOR DEVELOPMENT
None
RECOMMENDATIOXS
None
Stren e ths :
Effective communication
systems were in place
between nursery staff
and parents.
Care Standard 8
None
Strengths:
Children were observed
to be happy and relaxed
within the environment.
Care Standard 11
None
Strengths:
A wide and varied range
of resources were
available to the children
and catered for all ages
and stages of
development.
Care Standard 13
None
Strengths:
Various methods were in
place to evaluate the
service including staff
meetings, staff
supervision, inspection
reports and fccdback
from children and
parents .
CTY/269/04/DA
Page 177
REQUIREMENTS
None
ENFORCEMENTS
None
A REPORT BY THE CARE COMMISSION ON THE STANDARD INSPECTIONS
OF: a) LENNOXTOWN PRIMARY NURSERY CLASS, b) CAMPSIE VIEW SCHOOL NURSERY CLASS, c) CRAIGBEAD PRIMARY NURSERY CLASS,
d) BALDERNOCK PLAYGROUP, c) LENZIE ON MONCRIEFF PLAYGROUP, i”~
TORRANCE PRIMARY NURSERY CLASS, g) GARTCONNER
4
Nursery: Campsie View School Nursery Class
Date: 2SthSeptember 2004
1
AREBS FOR
DEVELOPMENT
STANDARDS
Care Standard 3
None
RECORIMESDATIONS
REQUIREMENTS
None
None
Strengths:
Excellent communication
systems were in place
between staff, children,
parents and other
professionals involved
with children’s care.
Strengths:
Staff displayed an
awareness of the
importance of treating
each child equally and
fairly.
Strengths:
A wide range of
resources including
multi-cultural were
available to meet the
needs of the children.
7
Care Standard 13
Strengths:
.Staff were involved in
the systematic evaluation
of the service in a variety
of ways including
discussions with parents.
CTY/269/04/DA
Page 178
ENBOKCEMENTS
None
O F a) LENNOXTOWN PRIMARY NURSERY CLASS, b) CAMPSIE VIEW SCHOOL NURSERY CLASS, c) CRAIGHEAD PRIMARY NURSERY CLASS,
d) BALDEKNOCK PLAYGROUP, e) IXNZIE ON MONCRIEFF PLAYGROUP, f) TORRANCE PRIMARY NURSERY CLASS, g) GARTCONNER
5
Nursery: Craighead Primary Nurserv Class
Date: Sfi October 2004
NATIONAL CARE
SI' ANDABUS
Care Standard 3
Strenaths:
Staff incmbers promote
the health and wellbeing
of children well.
Care Standard 8
Strengths:
Staff promote equality
and fairness with
children's individual
needs being met.
Investors in People
award has been gained
recently.
I
Care Standard 1I
Strenaths:
Children have access to a
wide range of
appropriate resources.
These are well-organised
and children can choose
freely.
1 Care Standard 13
Strengths:
The service currenlly
evaluates effectively.
Implementation or circle
time and golden rules,
installation of insect nets i n
the kitchen, alarms on fire
doors to be installed as part
of the authority programme.
RECOMMENDATIONS
None
Completion of circle time
training for staff, cascading
of inclusion training.
Implementation of home
reading initiative,
purchasing of new
information and
communication technology
resources.
Development of parent and
child qucstionnaires to assist
with service evaluation, reintroduction o f parents'
evenings, implementation of
the new performance
management development
process for childcare staff.
CTY/269/04/DA
Page 179
FEQUIREMENTS
None
ENFOHCEMENTS
None
A REPORT RY THE CARE COhlMISSION ON THE STANDARD INSPECTIOKS
OF: a) LENNOXTOWN PRIMARY NURSERY CLASS, h) CAMPSIE VIEW SCHOOL NURSERY CLASS, c) CFUIGHEAD PRIMARY NURSERY CLASS,
d) BALDERNOCK PLAYGROUP, e) LENZIE ON MONCRIEFF PLAY GROUP, f) TORRANCE PRIMARY NURSERY CLASS, g) GARTCONNER
6
Nursery: Baldernock Plavgroup
Date: 1"June 2004
NATIONAL CAKE
STANDARDS
Care Standard 3
Strengths:
The staff and committee
work well together to
promote the health and
wellbeing of children.
Care Standard 8
The service should develop
a policy on the use, storage
and administration of
medicine.
None
Strengths:
and fairness with
needs being addressed.
REQUIREMENTS
Overall
recommendations
relating to the following
National Care
Standards:
2.2
Risk assessment for
premises and trips is
now conducted but
should be appropriately
recorded.
Timescale:
Immediate.
12.2
Care Standard 11
Strengths:
wide range of resources
which are well organised
with children being able
to choose freely.
Strcngths:
The service currently
evaluates its work
informally
Staff should consider the
development of ICT to
enhance the prograinme of
activities.
The service should take
forward the items identified
in the current development
plan to assist with
eval ualion.
All staff inroilnation
should be organised
into individual staff
files.
2.2
Available storage in the
kitchen should be better
organised to allow staff
to easily access
resources.
CTY/269/04/DA
Page 180
None
ENFORCEMENTS
None
OF: a) LENNOXTOWN PRIMARY NURSERY CLASS, b) CAMPSIE VIEW SCHOOL NURSERY CLASS, c) CRAIGHEAD PRIMARY KURSERY CLASS,
d) BALDERNOCK PLAYGROUP, e ) LENZIE ON MONCRIEFF PLAYGROUP, f) TORRANCE PRIMARY NURSERY CLASS, g) GARTCONNER
7
Nursery: Lenzie on Moncreiff Plaveroup
Date: 1'' September 2004
NATIONAL CARE
STANDARDS
Care Standard 3
Review o l the child
protection policy.
Strengths:
The staff and committee
work well together to
promote the health and
wellbeing of children.
Care Standard 8
Strengths:
and fairness with
needs being addressed.
Care Standard 11
Strengths:
wide range of resources
which are well organised
with children being able
to choose freely.
Care Standard 13
StrenEths:
The service currently
evaluates its work
informally
Implement the training
offered by EDC and further
develop the policy for
additional support needs and
equal opportunities.
Undertake EDC training in
ICT,update the cunent
inventory of resources, and
increase opportunities for
children's self-selection of
RECOMMENDATIONS
Overall
recommendations
relating to the following
National Care
Standards:
2.4
A fridge thermometer
should be in place.
A record of cleaning
should be maintained.
A record of
maintenance checks
should be maintained.
Timescale:
Immediate.
7.6
A service closure
stratcgy should be
developed.
Review and develop more
robust procedures for selfevaluation.
Page 181
REQUIREMENTS
None
ENFORCEMENTS
None
OF: a) LENNOXTOWN PRIMARY NURSERY CLASS, b) CAMPSIE VIEW SCHOOL NURSERY CLASS, c) CRAIGIIEAD PRIMARY NURSERY CJ,ASS,
d) BALDERNOCK PLAYGROUP, e ) LENZIE ON MONCRIEFF PLAYGROUP, f) TORRANCE PRIMARY NURSERY CLASS, g) GARTCONNER
8
Nursery: Torrance Primarv Nursery Class
Date: 14‘hJune 2004
None
I
Strenpths:
An appropriate procedure was
in place to allow prospective
users to obtain written
information about the service,
to visit the service and to allow
children a sufficient settling-in
period.
Care Standard 7
Strengths :
A statement of aims and
objectives is in place and
available for all users of the
service. Good practice was
observed during the inspection
which reflected these aims.
Care Standard 9
The complaints procedure should
be further developed to include
timescales in order to inform the
person who made the complaint of
the action (if any) that is to be
taken.
RECOMMENDATIONS
REQUIREMENTS
ENFORCEMENTS
Overall
recommendations
relating 10 the
following National
Care Standards:
None
None
2.4 ‘Although a hazard
and risk assessment
relating to fire safety
was in place this
should include more
detail.’
None
Strengths:
The service contributes to and
looks for opportunities to be
involved with the community.
Care Standard 10
None
Strengths:
The manager and staff had
made good use of links with h e
Education Authority, associated
pre-five establishments, local
community organisations and a
range of support services.
Care Standard 12
None
Strengths:
Staff were observed to work
well as a team and were
deployed to ensure standards of
supervision werc maintained.
CTY/269/04/DA
Page 182
OF: U) LENNOXTOWN PRIMARY NURSERY CLASS, b) CAMPSIE VIEW SCHOOL NURSERY CLASS, c) CRAIGHEAD PRIMARY NURSERY CLASS,
d) BALDERNOCK PLAYGROUP, e) LENZIE ON MONCRIEFF PLAYGROUP, 0 TORRANCE PRIMARY NURSERY CLASS, g) GARTCONNEK
9
Nursery: Gartconner Primary Nurser,. Class
Type o f Inspection: Standard Year 1
Date: 6’hOctober 2004
NATIONAL CARE STANDARDS
Care Standard 1
Strengths:
A welcome policy was in place
and reflected the service’s
practice. The Home
Partnership worker visited
children in their own homes
prior to starting nursery which
helped with the settling-in
process.
Care Standard 7
Strengths:
The service had a clear code of
AREAS FOR
DLVELOPhmNT
None
RECOMMENDhTlONS
REQUIREMENTS
Monitor the temperature of
the reception area to ensure
a suitable temperature is
maintained.
SSI 114/2002
Regulation 10(b,c)
fitness of premises ‘All outstanding repairs
and heating within the
children’s toilets should
be rectified within a
timescale to be agreed
with the Care
Commission.’
NB: February 2005 is
the agreed date
Develop greater
opportunities for
parents to comment
on children’s reports.
behaviour which was displayed
and evident through
observation. Simple rules had
been developed in conjunction
with children.
Care Standard 9
None
Strennths:
The nursery had developed a
wide range of links with the
local community.
Care Standard 10
None
Strengths:
The service had forged
excellent links with a variety of
agencies including educational
psychologists, dental hygienist,
speech therapists and teachers
from receiving primary schools.
Care Standard 12
None
Strengths:
Safe recruitment procedures
were followed in line with EDC
Recruitment Policy.
_c_
Page 183
ENFORCEMENTS
None
A REPORT BY THE CARE COMMISSION Oh’ THE STANDARD INSPECTIONS
OF: a) LENNOXTOWN PRIMARY NURSERY CLASS, b) CAMPSIE VIEW SCHOOJ, NURSERY CLASS, c ) CRAIGBEAD PRIMARY NURSERY CLASS,
d) BALDERNOCK PLAYGROUP, e) LENZIE ON MONCRIEFF PLAYGROUP, fj TOKRANCE PRIMARY NURSERY CLASS, g) GARTCONNEK
10
Nursery: Hillhead Primary Nursery Class
Type o f Inspection: Standard Year 1
Date: 29‘hSeptember 2004
SATION.tI. CARE STANDARDS
Care Standard 1
Strengths:
Staff had worked hard to
create a warm, caring
atmosphere. A welcoming
reception area had been
created.
Care Standard 7
Strengths:
The head teacher and staff
were approachable and
welcoming. Staff displayed a
caring approach.
Care Standard 9
Produce a nursery handbook
for parents.
Review nurscry policies and
make them accessible to
parents.
Develop and display the
service objectives.
Develop strategies to gather
and record children’s and
parents’ views on the quality
of the service.
Develop the behaviour
management policy.
None
Strenelhs:
The service was developing
links with other professionals
and community
organisations.
Care Standard 10
Strengths:
The service recruitment and
selection policy meets with
national guidance on safe
recruitment practice.
Staff held appropriate
qualifications in childcare
and education.
14.2
Existing policies
should be reviewed,
12.2
Implement the staff
development and
review system and
keep records up to
date.
7.3 & 7.6
Develop the
strategies for
gathering and
recording children’s
and parents’ views on
the quality of the
service.
None
Strenp.ths :
Management ensured that the
centre’s aims and activities
were weI1- publicised within
the community.
Care Standard 12
RECOMMENDATIONS
Overall
recoinmendations
relaling to h e
following Nation a1
Care Standards:
Review the staff induction
policy.
7.1
Develop the
behaviour
management policy
to ensure this reflects
the age and stage of
development of the
childrcn attcnding.
Ensure staff access relevant
staff development
3pportunitie.s.
1.2 & 7.1
A nursery handbook
should be avaiIable to
parents.
Implement the staff review
md development system and
keep records yup to date.
7.1 & 14.2
Service objectives
should be developed.
Page 184
REQUIREMENTS
Regulation of Care
Regulations 2002
section 10(1)(2)
‘The service providcr
should address thc
accommodation issues
mentioned in the
report.’
Section 13 0
‘The service provider
should ensure that the
designated health and
safcty officer receives
appropriate training.’
ENFORCEMENTS
None
AGENDA ITEM NO:
BY:
ON:
14THDECEMBER 2004
(COMMUNITY)
CONTACTOFFICER:
COMMUNITY DEVELOPMENT (0141 578 8708)
SUBJECT TITLE:
POST OF INFORMATION ASSISTANT
&
1.
PURPOSE
1.1
The purpose of this report is to seek Committee approval for the establishment of a permanent
full time post to support information management in relation to the Council website and the
Freedom of Information publication scheme.
2.
SUMMARY
2.1
The establishment of a Freedom of InformationiData Protection Officer post, Level G, was
agreed by Policy & Resources Committee on 2110103.
2.2
The Information and Lifelong Learning Service has a corporate remit to support the Council
website development by reviewing, updating and carrying out improvements to the website. In
addition indexing and control mechanisms are required to ensure the accurate retrieval of
information. This is vital to the continuous improvement o f the website and to assure adherence
to the FOI publication scheme which is based on the website structure.
2.3
While this work can be supported by the present Information & Archives staff and the new FOI
post there is no provision within the service to meet the additional administrative burden created
by these additional activities. Within the budget for the new Freedom o f InformatiodData
Protection Officer post there i s funding, which, when supplemented by funding horn the
Information and Lifelong Learning Service, will allow for the establishment of a h l l time post at
level B.
2.4
The accommodation space is available within the William Patrick Library HQ, however, the
required property costs are built into the existing Information & Lifelong learning budget.
3.
RECOMMENDATIONS
3.1
approves the establishment of a post of Information Assistant; and
3.2
remit the report to the P&R Committee in relation to the Human Resources issues.
DAVID ANDERSON
Page 185
2
4.
BACKGROUND
4.1
Members of the Information & Archives staff (Information & LifeIong Learning staff based at the
William Patrick Library, Kirkintilloch) maintain almost all of the external information that is held
on the Council Website. This includes details of community groups, arts organisations, sport
clubs, youth clubs, groups for older people, women’s groups, churches, church groups, doctors,
dentists, clinics, health support groups, voluntary groups and charities.
4.2
They also carry out extensive editorial work on the Website. Having developed both thc
structure and the A-Z index (in conjunction with ICT staff) they cany out constant checks
to ensure that the structuring and indexing of new pages is effectively achieved by
departmental web editors, and that the thesaurus of indexing terms is adhered to. Dialogue
with editors is maintained both by individual contact and through editoriapprover forums (again
in conjunction with ICT staff).
4.3
It has recently been agreed, by the Freedom of Information Working Group, to bring both the
Freedom of Information Publications Scheme structuring/indexing and the structuringiindexing o f
FAQs within the same discipline as Website structuringiindexing.
4.4
In addition, the Modernising Government Electronic Service Delivery strategy has now been
electronically linked (by TCT staff) to the Website editing routine, so that in future all ESD
services will require a Website page. Indeed, it is now mandatory for Website
editors to link
each page to an ESD service.
4.5
The Council’s commitment to Freedom of Information also requires that many more pages o f
information are published on the Council Website, each one requiring careful editing, including
structuring and indexing. The Publications Scheme will require to be carefully maintained, as a
database.
4.6
Although the Information & Archives staff will continue to carry out Website editorial support
for all of this dedicated administration support i s vital to ensure keyboarding and other
administrative tasks are carried out.
4.7
This workload has increased greatly in recent months and will continue to increase, under
the weight o f Freedom of Information, Modernising Government, FAQ structuring and general
Website development.
5.
RESOURCE IMPLICATIONS
5.1
Legal Imr>lications
The Head of Legal and Admin is in agreement that this post should be established in
order to respond to the pressures within the new FOI expectations.
5.2
Human Resources Implications
Job description has becn evaluated at Level B by Human Resources.
required to advertise the post
CTY/182/04/DA
Page 186
HR support
3
5.3
Costings
Salary
Information Assistant post (GS2/3)
Inflation 2004 / 05 at 3%
Accommodation contingency
S 13,650
Nat Ins I Superan.
&2,844
Total
&16,494
E 495
2 5,000
;E21,989
Libraries & Information Employee Costs Budget
21,500
$21,989
CTY/182/04/DA
Page 187
4
EAST DUNBARTONSHIRE COUNCIL
STRATEGIC DIRECTORATE - COMMUNITY
OUTLINE JOB DESCRIPTION
Post
Information Assistant
Section
Social Inclusion & Community Development
Responsible to
Assistant Manager, Information & Archives
Salary Grade
Level B (GS2/3)
Hours of Work
35
Location
WilIiam Patrick Library
Employment Status
:
Permanent
Main duties and responsibilities
1.
Support the Assistant Manager, Information & Archives, with the development of systems for the
organisation of web information, in liaison with ICT, to facilitate implementation of the Council’s
Freedom of Information, Data Protection and Modernising Government agendas.
2.
Support the Assistant Manager, Information & Archives with the gathering of web information from EDC
services, community groups and other organisations in East Dunbartonshire, etc.
3.
Input East Dunbartonshire information to the Council website as directed.
Job Activities
1.
Assist in the implementation and evaluation of improvements to the web information systems, in
conjunction with ICT.
2.
Assist in the management of day-to-day operation of web information gathering and deployment routines,
in conjunction with ICT.
3.
Liaise with all EDC Departments and sections, to ensure that service information is maintained and
developed on the Council website with particular reference to the Council’s Freedom of Information
policies.
4.
Liaise with community groups to ensure that information relating to those groups is provided via the
Council website.
5.
Assist with the development of information systems within the Information & Archives Service.
6.
Maintain an awareness of Data Protection, Freedom of Information and other relevant legislation.
7.
Assist in the collation of feedback from users and participate in the implementation of service improvement
strategies.
CTY/l82/04/DA
Page 188
POST OF lNFORMATION ASSISTANT
5
8.
Assist in the development and implementation o f a programme to promote and market Council web
information services
9.
Participate in the programmes o f training and support of staff including the Performance, Management &
Development Process etc.
10.
Produce reports and attend meetings as required.
11.
Maintain an up-to-date knowledge.
12.
Ensure that Health and Safety standards are maintained.
13.
Other appropriate duties as directed by the Head o f Service or hisher nominated representative.
CTY/182/04/DA
Page 189
f“
9 East Dunbartonshire Council
AGENDA ITEM NO:
22
EDUCATION & CULTURAL SERVICES COMMITTEE ON: 14th DECEMBER 2004
REPORT NO:CTY/278/04/EM
(COMMUNITY)
CONTACT OFFICER:
EDDIE MUIR, EDUCATION OFFICER
(QUALITY & DEVELOPMENT)
(TEL: 0141-578 8739)
SUBJECT:
5-14 HEALTH EDUCATION:
GUIDELINES FOR A CURRICULUM
FRAMEWORK
1.0
PURPOSE
1.1
The purpose of the report is to highlight to the Committee the document entitled
‘5-14 Health Education: Guidelines for a Curriculum Framework’ (Appendix 1) and
to seek approval to issue it to all educational establishments and services.
2.0
SUMMARY
2.1
The document aims to provide educational establishments and services with a
curriculum framework for developing existing practice relating to 5- 14 Health
Education.
2.2
The core curriculum for Primary 1 to Secondary 2 will be delivered through the use
of Glasgow City Council’s Education Department’s Health Pack and Drug Alcohol
and Tobacco Pack.
2.3
Section 2, ‘Health Education Procedures for Schools regarding External Partner
Agencies’, provides for the first time, a written policy that gives schools advice and
assistance on the criteria to be met in the choice and use of visiting individuals or
agencies in the area of Health Education.
2.4
The curriculum framework document recognises the supporting role parents play in
contributing to the success of a health education programme. The guidelines
highlight the need to consult and involve parents appropriately, particularly in
relation to sensitive issues such as drug education and sexual education.
~
CTY/278/04/EM
Page 190
2
3.0
RECOMMENDATTONS
3.1
I t is
recommended that the Corninittee approve the guidelines document for issue to
all educational establishments and services in East Dunbartonshire.
JOHN SIMMONS
Head of Education
Page 191
3
4.0
BACKGROUND
4.1
East Dunbartonshire Council’s 5- I 4 Health Education Steering Group agreed that the
best way to deliver a curriculum framework was to pull together a short life working
group comprising of classroom practitioners fiom both denominational and
non-denominational primary schools.
4.2
It was originally agreed by the Steering Group that in the first instance three primary
schools would be approached to participate:
St Helen’s Primary School,
Torrance Primary School and Woodhill Primary School.
4.3
When the first clraft of the document was taken back to the 5-14 Health Education
Steering Group it was agreed that the li-amework should also include inIoi-mation on
S 1 and S2.
5.0
FURTHER INFORMATION
5.1
The finalised document is split into eight sections:
0
Section 1: Guidelines for a Suggested Programme of Study
The Programme of Study fully endorses the ITealth Education 5- 14 National
Guidelines, Leamhg and Teaching Scotland 2000 and East Dunbartonshire
Council’s Health Education 5-14 Policy.
0
Section 2 - Health Education: Procedures for Schools Regarding External Partner
Agencies
The procedure gives advice and assistance on the criteria to be met in the choice
and use of visiting individuals or agencies by schools.
0
Section 3 Overview of Suggested Programme o f Study
This section gives an overview of the suggested progranline of study in relation
to physical, emotional and social health from primary 1 to secondary 2.
0
Section 4 Attainment Targets Levels A-F
~
This section indicates what each child should be striving to achieve in physical,
emotional and social health at the various levels.
0
Sections 5, 6 and 7 - Planning sheets have been laid out in a convenient easy to
use format to assist teachers in their task of delivering the health education
curriculum and to ensure continuity and progression.
0
Section 8 - Resource List
A list of core and suggested resources has been compiled to support delivery of
the prograrnmc. These resources will bc rcvicwcd and updatcd whcn appropriate.
Head teachers are advised to contact the appropriate suppliers to secure
inspection copies to determine their suitability in relation to their schools.
6.0
IMP I ,IC:A‘I’IONS POK 0‘1”
6.1
None.
EK DEPAK‘I’MEN‘I’S
Page 192
4
Appendix 1
5-14 Health Education
Guidelines for a
Curriculum Framework
C.TYj278i04EM
Page 193
5
5 -14 Health Education
CONTENTS
Pack includes:-
1. Guidelines for suggested Programme of Study
2. Health Education - Procedures for Schools regarding External
Partner Agencies
3. Overview of suggested Programme of Study-Primary l-Primary 7
Composite Classes
SlLS2
4. Attainment Targets Level A - F
5. Suggested Programme of Study Planning Sheets - Primary 1 Primary 7
6. Suggested Programme of Study Planning Sheets - Composite
Classes
7. Suggested Programme of Study Planning Sheets SI
S2
8. Appendices
Appendix 1 - Cross Curricular Links Grids
Appendix 2 - EDC Health Education 5-1 4 Policy
Appendix 3 EDC Recommended Core Resources
C.TYj278i04EM
Page 194
6
5 - 14 Health Education
Guidelines for a Programme of Study
1. Introduction
This Programme of Study fully cndorscs thc Hcalth Education 5-1 4 National Guidelines,
Learning and Teaching Scotland 2000 and East Dunbartonshire Council’s Health Education 5
- 14 Policy. This should be delivered in the context of a Health Promoting School and linked
to all curricular areas. The pack includes a Cross Curricular Links Grid which individual
schools can use to audit the delivery of health in their schools
Appendix I- Cross CurricukrrLiiiks Grid
The core curriculum will be delivered through the use of the Glasgow’s IIcnlth Pack and
Glasgow’s Drug, Alcohol and Tobacco Eclucalioii Pack.
The attainment outcome for health education is ‘taking r.esponsibiAr?/,
for health. ’
Three iiiteii-elated strands provide a helphl means of organising the scope of the outcome.
The strands are:
Physical Health, which is concerned with the knowledge, skills and attitudes that are needed
to understand physical factors in relation to our health.
Ernotional Health, which deals with the knowledge, skills and attitudes that are required to
understand emotions and reelings and how they alkct us.
Social Health, which develops an understanding of the interplay o f knowledge, slcills and
attitudes that are needed to understand the interaction of the individual, the cornniuiiity and the
environment in relation to health.
Glasgow’s Health Pack has been matched with the description of the strands in the Health
Education 5- 14 National Guidelines.
The Programme of Study covers four specific health themes which help to develop the above
strands. The themes are:
0
Safety Education
Drug Education
Nutrition Education
Sex and Kelationships Education
Aims
We aim to promote Physical Health, Emotional Health and Social Health by:
0
0
Raising self-esteem and self-reliance to contribute to raised achievement and
attainment
Encouraging healthier eating by promoting healthy eating options
Raising awareness of the dangers of misusing hannhil substances including
illegal drugs? as well as tobacco, alcohol and medical drugs
Giving young people strategies 10 enable them to make inhnned decisions
Encouraging an increase in physical exercise
Promoting healthy relationships
C.TYj278i04EM
Page 195
7
0
Encouraging safe practices to promote personal safety, security and wellbeing at school, as well as in the out of scliool environment
The above aims would be best achieved using an interactive approach to engage pupils in
discussion, giving them opportunities to voice opinions. hopes and concerns.
Time Allocation
-4s recommended in The Structure and Balance of the Curriculum 5-14 Guidelines, we
allocate a minimum of 15% of time to Religious and Moral Education with Personal and
Social Development and Health Education over the seven years,
Glasgow’s Health materials have been laid out in a convenient easy to use format to assist
teachers in their task of delivering the curriculum and to ensure continuity and progression.
Although much of the material is self-explanatory and constitutes complete lesson outlines.
good preparation is vital for effective and successful learning, to ensure the range of
approaches implicit in the programme is utilised, and to give time for resources required to be
obtaincd. As with a l l other arcas of the curriculum thc cnthusiasrn and commitmcnt of tcachcr
delivery is the most important ingredient
for a successful health ducation progranme, not only ensuring the quality of the curriculum
offered but also enhancing the experience and impact of the programme on young people.
NB although lesson units have been categorised into physical: emotional and social health
strands, many lessons actually cover 2 and in some cases even all 3 strands of health.
Appendix 2 - East Dunbartonshire Health Education 5-14 policy - Paragraph 3.2
3. Assessment
‘lhe Natioiial Guidelines: Assessment 5- 14 should be the first reference point for advice on
assessment. It sets assessment and recording in the context of effective learning and teaching.
Asscssmcnt should bc undcrtakcn for cach topic bcing studied and appropriate assessment
activities may include:0
0
0
0
0
0
0
0
0
0
0
0
Teacher’s notes from discussion class/group!individual
Listening to pupil discussion
Listening to a pupil’s report to class/group
Observation of pupil’s skills in a given task
Observation of role-play
Completion of a work sheetlfolio of work
Product o f a group task
A class test
A piece of extended writing
Oral answers to questions
Self assessment tasks
Peer assessment tasks
~
The above activities should be used to assess knowledge. understanding and skills.
4.
Parental Involvement
Page 196
8
The supporting role of the parents in contributing to the success ofthe health education
programnic cannot bc ovcr-cstimatcd.
Establishments should consult and involve parents appropriately in their approaches to
learning and teaching, particularly in relation to sensitive issues such as sexual health and drug
education.
5.
Health Ediicatioii Coordinator
Every school should have a named Health Education Coordinator to monitor the success o f
the programme and should provide information and advice to support staff in the delivery of
Health Education within the context of a Health Promoting School.
Collaboration with appropriate external agencies (e.g. Strathclyde Police, Greater Glasgow
Health Board etc.) is an important part of Health Education within East Dunbartonshire. The
Health Education Coordinator should ensure that the input from these agencies is managed
effectively and complements the school’s Health Programme.
~
6.
Health Proiiioting School
Health promotion should be an intrinsic part of school life. All schools within East
Dunbartonshire should be a health promoting school by 2007.
Health Education is more effective when delivered within the wider environment of a health
promoting school. By linking the formal curriculum with the informal curriculum the
effectiveness of the Health Education Programme will be maximised and pupils will see the
relevance of the good advice and messages from the formal programme put into practise in
thcir own surroundings.
This applies to:
Whole School Ethos
Healthy Eating Initiatives
Quality of Fabric and Facilities
Hygiene and Cleanliness Provision
School Policies e.g. smoking, alcohol and drug misuse, Promoting Positive
Behaviour
Appendi.x 2 East Dimbartonshire Heitlth Education 5-14 policy - Parugmpk 2. I
~
7.
Awareness of Religious Beliefs
All staff should be aware of sensitive issues of Health Education w i t h today’s multicultural
society e.g. Sex Education. Nutrition Education and Physical Education- in relation to
religious beliefs.
Denominational schools should follow the Relationships and Moral Education Guidelines
published by the Catholic Lducation Commission (C.E.C.). In denominational schools, when
covering work on Sex and Relationships Education, it is recommended that reference be made
to the materials published by the R.E Centre (Archdiocese of Glasgow).
8. Resources
A list of core and suggested resources has been compiled to support delivery of the
programme. These resources will be reviewed and updated when appropriate.
Page 197
9
Schools inay wish to incorpomte the existing resources within tlieir establishments to flirther
cnliancc thc dclivciy of thc progammc.
Appendix 3 -List oj'Resowces
Page 198
10
Health Education
Procedures for Schools Regarding
C.TYj278i04EM
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11
EAST DUNBARTONSHIRE COUNCIL EDUCATION
SERVICES
HEALTH EDUCATION
PROCEDURES FOR SCHOOLS REGARDING EXTERNAL
PARTNER AGENCIES
Teachers will always be the main source of expertise or delivering any programme of health
education. All of the initial teacher education programmes offer input on health education
and EDC will continue to provide opportunities for in-service training in health education
materials and techniques.
It is possible that in health education, as in other aspects o f education, teachers may find it
valuable in order to illustrate a particular part or the school syllabus to invite another person
or agency to visit the school, ofteii to participate in class work with the teacher and the pupils.
The expertise, which such groups provide, can prove invaluable in complementing and
supplementing the work of the school. Carefully chosen individuals or agencies are able to
provide additional knowledge and the benefit of experience, which might prove difficult for
many teachers to provide without extensive research and training. With careful planning as to
how such groups may be utilised by schools their contribution can benefit the health
education experience of our pupils in a meaningful way. On some occasions, visiting
individuals or agencies can also be used as a means o f staff development for teachers who
thcnisclvcs will implcmcnt thc full hcalth cducation prograninic.
In order to maximise the effectiveness of contributions made in this way, the followiTlg
procedure has been prepared to give advice and assistance on the criteria to be met in the
choice and use of visiting individuals or agencies by schools. This procedure should be
followed by Head Teachers to ensure that this is the case. The procedure is not meant to be
restrictive or to impede local decision-making or flexibility: it is designed to offer advice on
preparation. curricular continuity, parental guidance and school security. It is also meant to be
used in conjunction with the schoo1:'authority policies on Child Protection Procedures.
.
1. VisiLcm should be viewed as complementing the curriculum already in place. 'Ihey should
not be seen as a substitute for the establishment's niainline provision as outlined in the school
plzin.
'Where there is collaboration Tiith un agemy to develop a particular programvne in which an
outsider can participate, this is probably most educational/y acceptable. Where a one-off inisit
is arranged with no preparatiori atid N O follow up, then the impact and benefits are limited."
(Health Education in Scottish Schools Scottish Council for Research in Education March
1993)
~
C.TYj278i04EM
Page 200
12
2. The class teacher should be present throughout the presentation for a variety of reasons.
Teacher has planned this aspect of tlie curriculum for the year
Teacher is legally responsible for class
Teacher cannot ensure coiitinuity of programme if absent
Additional information gained by teacher would enhance programme further
Teacher should be present to ensure proper conduct of presentation
(see also part 5)
3 . Spcakcrs should hc crcdiblc, acccptablc and whcrc possiblc froin local organisations.
Individuals should be agreeable to vetting or checking (if appropriate) by the head teacher.
Good indicators of such programmes are:
Individuals are subject to Disclosure Scotland checking prior to deliver to the pupils.
The organisation has good links with statutory bodies, for example, a major organisation
like the police may be useful in supplementing specific programmes on road safety or
personul safety, especially when the visiting officers are beiiig asked to speak about or
demonstrate their own particular expertise in any area of activity.
4. The presentation of health education should be appropriate to the ages aiid stages of pupils
concerned. It would not be appropriate for the same presentation to be delivered regardless of
age and stage, and, to primary and secondary pupils alike. The school should ensure that the
presentation is pitched at the appropriate level as well as being interesting and stimulating for
the pupils concerned.
5. A preliminary meeting should be held with the individual or agency, the head teacher or
school health coordinator and class teacher to plan tlie delivery and content. This is to
incorporate the input as hlly as possible into the ongoing curriculum to supplement and
cnhaiicc thc policy oftlic school.
6. A level of professioiialism mill be maintained at all times. Criticism, implied or direct, of
other unconnected organisations should not be permitted during the presentation whether the
individual or agency believes it appropriate or not. The contribution of the individual or
agency should be based on the experience and expertise of the individual or agency involved.
7. Handouts or other materials to be used during presentations should be submitted to the
Hcad Tcachcr in advancc of thc prcscntation to cnsurc thcir suitability for usc in thc school. A
sensible approach will be required, for example, with drama presentations for older pupils
where dif5cult or sensitive issues are explored. To ensure continuity and allow young people
acccss to iiirthcr information, dctails of othcr support organisations should bc lcft with thc
classlhead teacher.
8. Individuals or agencies should not be permitted to sell publications to pupils or to ask for
donations from them. Any fee for the presentation should be agreed with the Head Teacher
beforehand.
9. Parents'carers sliould be informed and involved as appropriate. ParentslC'arers should be
provided with the opportunity to examine materials of a sensitive nature prior to delivery to
the pupils, either by the class teacher or the external agency. School Boards should be
consulted before any new initiatives are undertaken which may involve sensitive areas of
health education. In the denominational school sector, prior discussion will be necessary with
the appropriate Church authorities.
C.TYj278i04EM
Page 201
13
10. If any difficulties occur or doubts reiiiain unresolved by these guidelines, the liead teacher
should consult with the Head of Fducation.
C.TYj278i04EM
Page 202
14
5 - 14 Health Education
Overview
of
Suggested
Programme
of
Study
C.TYj278i04EM
Page 203
5- 14 Health Education
Guidelines
a
Suggested
Programme
C.TYj278i04EM
Page 204
16
HEALTH EDUCATION 5 14
PRIMARY 1 - 7
SUGGESTED PROGRAMME OF STUDY
EMOTIOSAL HEALTH
SOCIAL HEALTH
~
PHYSICAL
IIEALTII
P1
Level A
P2
e
Level A
Being Healthy
Favourite Foods
Physical
Attributes
Body Parts
Hygiene
Physical Activity
How a Healthy
Body Works
Personal
Hygiene
Food Choices
Body Parts
(internal)
Relaxing
Favourite People
My Class Family *
People Who Help and Care for
Me *
Mykamily *
People Who Care for Me
Roadsafety 1 *
Choices *
Personal Safety
Personal Treasures
Abilities and Achievements
Road Safety 2 *
Choices That Are Good *
First Aid Procedures
Getting Help
Hazards in the Community
W h a t Goes Into Your Body?
Family Experiences
My Friends *
People 1 Meet Every Day*
Crossing thc Road
Influences on Choices
Preventing Illness
e
0
P3
e
Level
A/B
P4
Level B
Safety With
Medicines and
other Household
Substances
Healthier Food
Choices
Feelings
Senses
Rest a i d Sleep
OralIIealth
Risks in the
community
FoodGroups
Benefitsof
physical activity
e
e
e
e
e
e
~
Xb
N
N
x:
e
e
e
SR
x2
PS
Level
R/C
e
PG
1,evel
CID
My Feelings and
Emotions
Body Defences
TnIectioidTmmuii
e System
Drugs and Kislc
Taking
Drugs and Their
Impact
Dealing With
Risks
The Food Chain
Abilities
Physical Activity
and Heallh
Minimising
Iiifections
Healthier
Decision Making
Feelings and Emotions
Helping Othcrs in Need
Strengths and Weaknesses
Family Changes
Feelings About Friendship *
People Who Care For My
Health *
Value of Family and Friends
Keeping Well
Handling Food Carefully
Influences of Family on
Choice *
e
e
e
e
T,il<esand Dislikes
Family Roles
Roles In Friendship *
Workers in the Community *
Risks Around the Home *
N
SR
SR
SR
S
SR
s
~
Drug Silualions and Emotions
I,
x,
IB
N
SR
SR
Y
N
N
e
e
In lluence oI-Frieiids on
Choice *
Kelating to Friends *
Considering Other *
Personal Safety
Iiifluences on Choice
Standing Up ‘10Pressure
Iiifluence of Media *
Hopes and Fears
Page 205
0
Potential Hazards on Roads
Enviromiiental
Responsibilities
Keeping Me Safe
Family Support
*
Using ’1he Higl~wayCode *
Environmental Influences on
Health
Global Health *
5
Y
13
SR
Y
19
SR
17
P7
Level
D/E
Healthier Diet
Influences On
YK
Me
IB
SK
Puberty
Healthy Decision
Malung
Immunisation
Drug - Effects
More About
Drugs And lheir
Effects
4
M y Role In The Family
Being a n Individual *
M y Envii-onment *
\itl
Emotional Needs and
Strategies
Coping With Conflict
New Friends *
Changes in My Environnient *
T)
SK
SR
SR
SR
sK
0
0
Preventing Road A4ccidents*
Influences and Choices *
Being Responsible *
Emergency First Aid
Hygicnc At Pubcrty
Healthier Diet in
School
Self Evaluation
Reproductive
Systems
Leisure Choices
KEY: S - Safiiy EI
Zducation
Page 206
s
13
13
13
sK
18
PHYSICAL HEALTH
e
How a Healthy Body
Woslcs
What Goes into Your
Body
FoodILike
Physical Attributes &
Abilities
BodyParts
Physical
L4cti\~itylRelaxation
Safcty With Mcdicincs
Food Choices
Abilities &
Achievements
Body Parts & The
Senses
Kelaxation & Sleep
HEALTH EDUCATION 5 - 14
COMPOSITE CLASSES
ED PROGRAMMES OF TLBY
EMOTIONAL
HEALTH
Favourite People &
SE
Things
SOCIAL HEALTH
~
e
a
a
a
iP
1
SR
SR
Likes & Dislikes
Families
Experiences and
Changes *
s
s
s
~
sI%
Hygiene
Road Safety 1 *
On the Mend
Personal Safety
Choices 1 *
Family Experiences
My Fiiends *
Pcoplc At Work In
Community *
D
SR
SR
SR
SR
s
Road Safcty 2 *
Preventing Illness & First Aid
Procedures
Getting Help
Hazards in the Community *
Choices 2 *
Feelings About Friendship *
Pcnplc I Know In My
Community *
PersonaliOral Hygiene
SR
SR
s
[)
I)
SR
SR
SK
~
Safety With
Household Substances
Risks In The
Community
Food Groups/ Food
Choices
Kecognising and
bxpressiiig Feelings
Senses & Defences
Physical Activity, Rest
& Sleep
Body DefencedDrugs
Dealing With Risks
Food ChaindFood
Groups
Feelings & Abilities
Benefits O f Physical
hc1ivily:Kelaxalion
a
a
a
a
a
Infection & Immune
System
DrugsiPuberty
Drugs Bi Their Impact
Food Chains & A
Healthier Diet
My .4bilities &
Influences
A Healthy Lifestyle
-
a
Tnim une
Systein/H ygiene
Drum
Feelings & Emotions
The Value of Family
and Friends
Influences On
Choices *
Preferences,
S trength s/
Weaknesses
Taking Care Of Me
Road Safety & Safety In The
Home *
Good Hygiene
Family Changes!Family
Roles *
Roles T n Friendship *
Care Workers Tn My
Community :E
Personal Choices
TheValueOf
Family & Friends
Personal Safety
Drug Situations &
Emotions
Family Support *
Keeping Well
Risks At Home & On The
Roads *
Environmental Health
Influence Of Friends and
Family *
Relating 1’0 Friends *
Coilsidering Others In My
Community *
Potential Road
HazarddHighway Code *
EnvironmentaVGlobal
Health *
Influence Of Friends &
Media *
Respecting Others In My
Cominunity *
Keeping SafeLIopes
s
& Fears
Influences On
Choice
Dealing With
Pressure
Family Support/Role
ln ‘1he Family *
Relating ‘10Friends/
Being An Individual
Hopes &
FeardTalcing
Responsibility
I)
1%
s
CR
SR
SR
a
Preventing Road Accidents
Global Health &
Immunisation *
s
s
s
SR
SR
SK
s
s
s
SR
SIP
SK
s
s
SR
SR
*
~
s
s
~
Page 207
s
19
Healthy Decision
Making
Morc About Drugs CG
Thcir Effects
Healthier Diet In
School
Iiiflueiices &
Evaluation
Puberty
&Reproduction
Health & Leisure
Choices
KEY: S - ‘ s a f e t 5 7 L d ~ ~ a t i o ~
sex & Rr:lahoarsBI11:, EkiLlcaPlhrn
* Education for Citizenship
My Role In The
Family/Conflicts
Bcing An
IndividualiNcw
Page 208
*
SR
Ernergeucy First Aid
Influences & Choices *
Changes In My Community *
20
HE.4LTH EDUCATION 5 14
S 1 & s2
SUGGESTED PROGRAMME OF STUDY
~
s1
Level
s2
Level
PHYSICAL HEALTH
0
Reproduction aiid Puberty
0
Healthiei- Diet
0
Exercise and Fitness
Risk Taking
Rest and Sleep
0
Food 8: Health
Relaxation
Oral Health
Tllicii Drugs 1
Alcohol and Tobacco
EMOTIONAL HEALTH
Persoiial Health
Peei- Pi-essure
Persoiial Profile
Beginning New
Friendships *
0
0
Mental Health
Transitions
Positive ETTects o r a
Healthy Lifestyle
Roles in the Family
Page 209
SOCIAL HEALTH
General Hygiene
About Families
Gi-oups in My Coiiirnuiiity *
SR
SK
SR
SR
SR
SK
s
IiHp
0
My Rights *
Responsibility in Friendships
Equal Opporlunities *
*
21
Attainment
Targets
Levels
A-F
Page 210
0
0
0
0
0
Page 211
0
0
0
Q,
3
0
0
Y
Li
m
0
U
3
0
a
a
0
0
Page 212
0
0
*
*
Page 213
0
0
0
0
0
0
0
0
0
Page 214
0
0
Page 215
0
I
0
I
0
a
a
Page 216
a
I
0
0
0
0
Page 217
0
0
0
0
0
0
0
rc)
0
0
Page 218
0
.
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rc)
Page 219
0
c
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e
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Page 220
e
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m
rc)
Page 221
Suggested
Programme
of
Study
Planning Sheets
Primary 1 - Primary 7
Page 222
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Page 229
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Page 234
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Page 235
Page 236
Suggested
Programme
of
Study
Planning Sheets
Composite Classes
Page 237
z
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0
3
U
a
n
W
CI
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sz
Page 238
m
e
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Page 239
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Page 241
I
a
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e
* *
d
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c,
a
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n
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Page 242
Page 243
m
e
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0
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4
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nw
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Page 244
Page 245
I
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cj
a
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0
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Page 246
m
a
Page 247
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Page 248
z
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Page 249
Suggested
Programme
of
Study
Planning Sheets
S l & s2
Page 250
e .
e . . .
e
z
0
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4
U
La
n
w
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2fi
Page 251
Page 252
111
w
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e?:
9
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m
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Page 253
Page 254
Appendices
I
Page 255
Appendix 1
Cross Curricular Links
Grids
Page 256
I'
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e
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e,
e,
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04
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Page 259
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Page 264
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Appendix 2
Health Education 5-14 Policy
Page 275
I
nshire Council
Strategic Directorate - Community
HEALTH EDUCATION 5-14 POLICY
i
Issued March 2003
Page 276
HEALTH EDUCATION 5-14 POLICY
1.
Introduction
East Dunbartonshire Council recognises the importance of good health for all and
endorses Health Education 5-14 National Guidelines, Learning and Teaching
Scotland, 2000.
2.
Rationale and Aims
2.1
Rationale
The Health Education Policy in East Dunbartonshire i s based on the belief that every
member of the community has a fundamental right to good health.
‘Health is the extent to which an individual or group is able, on the
one hand, to realise aspirations and satisfy needs and, on the other
hand, to change or cope with the environment. Health is, therefore,
seen as a resource for everyday life, not an object o f living; it is a
positive concept emphasising social and personal resources, as well as
physical capacities.’
World Health Organisation (WHO)
This policy provides a foundation for the development of Health Education and
Health Promotion. Health Education i s the responsibility not of any one teacher or
subject but is best addressed by a range of teachers in a number of curricular areas.
Health Education is also more effective when delivered within the wider environment
of the Health Promoting School. The concept of the Health Promoting School was
developed by the World Health Organisation to describe all the positive actions
schools could take towards promoting lifestyles conducive to health. In the Health
Promoting School the well-being o f both pupils and staff is promoted by adopting a
coherent approach to every aspect of school life. Healthy behaviour is encouraged and
it is recognised that responsibility for improving health does not lie solely with the
individual but should be shared by all members o f the health-promoting community.
Health Promotion should be an integral part of the daily life of the school and is most
effective in an environment of mutual trust, self-esteem and respect.
Aims
2 -2
4
+
In East Dunbartonshire we aim to support schools to deliver a Health Education
curriculum which:
enables pupils to explore and clarify their beliefs , attitudes and values, develop
personal and interpersonal skills, and increase their knowledge and understanding of a
range of health issues
provides opportunities for pupils to develop the skills and knowledge to take
responsibility for their own health and to take appropriate decisions as citizens
2
Page 277
4
4
+
4
4
4
4
i s progressive in nature, matching the needs and maturity of the pupils.
East Dunbartonshire Council recognises that in order to be most effective, Health
Education should take place in a Health Promoting School environment which:
promotes a happy and caring atmosphere
displays an attractive environment
encourages healthy behaviour
is concerned for safety and security
fosters positive attitudes and feelings, such as self-confidence, self-esteem,
independence, responsibility and care and welfare of others
recognises the importance o f the example set by school staff, pupils, specialist
services and the wider school community.
3,
Outcomes
3.1
Time Allocation
4
4
+
3.2
The time allocation for Health Education will follow the advice given in The Structure
and Balance of the Curriculum, Learning and Teaching Scotland.
Every opportunity will be taken to recognise and develop cross-curricular aspects o f
health education in all educational establishments.
Schools will audit to identify where Health Education across the curriculum is
delivered and where it could be further deveIoped.
Learning and Teaching Approaches
Learning and teaching approaches in Health Education will be flexible and responsive
to the needs of pupils taking account of different learning styles and contexts.
Account will be taken of pupiIs’ needs through:
+ sensitivity and respect for individual differences
+ exploring pupils’ pre-existing knowledge and beliefs as a basis for further learning
and teaching
4
adapting tasks, pace, resources and pupil groupings to pupil needs
+ incorporating sufficient opportunities for taking responsibility through reflecting and
through working with others
4
using assessment to plan and monitor progress and provide appropriate challenge
4 taking account of pupil and staff views on the relevance of the programme.
The Health Education programme will:
+ give broad and balanced coverage of
0
ii)
iii)
all three strands of health education (physical, emotional and social
health)
the knowledge, skills, attitudes and values for taking responsibility for
health
ways of promoting health and dealing with health issues.
3
Page 278
4
+
+
build on previous learning through focussed study o f health issues, such as healthy
eating and drugs, linked to overall health needs
help plan next steps in learning to support pupils in taking responsibility for their
health
provide pupils with appropriate choice and responsibility for active learning through
i)
ii)
iii)
iv)
negotiated tasks, homework and research
options to build on health interests
opportunities to identify heaIth needs and achievements and to take
responsibility for action planning
opportunities to consider their contribution to health and safety in the
environment and how the environment influences their health.
Flexible teaching approaches will help to:
+
+
4
explore pupils’ pre-existing knowledge and beliefs as a basis for further learning
and teaching
adapt tasks, pace, resources and groupings to suit the learning focus
endeavour to create an environment where pupils are provided with opportunities
to develop the appropriate skills required to maintain a healthy lifestyle
Pupils with Additional Support Needs
3.3
Children and young people who require additional support to access the curriculum
will be supported by the procedures outlined in:
+
+
3.4
Children and Young Persons in East Dunbartonshire with Special Educational Needs
and its related policies
East Dunbartonshire Council Guidelinesfor Individualised Education Programmes
Assessment
Progress and attainment in learning will be monitored by assessment that is an integrai
part of learning and teaching but which will not dominate the process. Assessment
will identify pupils’ strengths, attainments and developmental needs, allowing
effective feedback to pupils and reporting to others involved in the pupils’ learning.
Pupils’ learning experiences in Health Education will involve them in talking, writing
and practical activities. Pupils wilI have opportunities to evaluate their own work and
to evaluate with their peers. Observing pupils as they work through these activities
and taking into account evidence produced by pupils, the teachers will easily assess
pupils’ progress and provide feedback. In determining an overall level of attainment,
teachers will establish if a pupil has, over the period, demonstrated broad competence
in the abilities described in the strands.
In most secondary schools, Health Education will find its main focus as part of the
Personal and Social Development programme. Some aspects of Health Education
may be best addressed in Religious & Moral Education, Science, Physical Education,
Social Subjects and Home Economics. The Senior Management Team in each school,
4
Page 279
within their normal monitoring and quality assurance procedures, will ensure that the
reporting procedures in those subjects with a health component reflect these
components.
3.5
Recording and Reporting
Clear teaching and assessment plans will help teachers in their work and provide a
consistent structure for recording pupil progress. Recording procedures will be used to
monitor progress and inform learning and teaching.
+
+
+
Assessment records from teaching plans will provide evidence for recording and
reporting and should allow teachers to decide:
if the evidence fiom a variety of sources confirms that the pupil has achieved what
was intended or is performing at a particular Ievel of attainment
if more evidence is needed
if the pupil needs help or further challenges and, if so, of what kind.
Reporting to parents wil1 be clear and specific to promote effective communication
between school and home and provide on-going feedback and progress.
Assessment reports will provide other teachers with straightforward and useful
information for future planning. Levels A to F will be used to report progress.
(cf. Health Education 5-14 National Guidelines page 5)
3.6
NurseryPrimary and Secondary Transition
Joint planning including cluster pianning will take place to enable Health Education to
meet the central principles of the 5-14 curriculum. Effective communication at
transition stages i s essential to ensure progression in knowledge and skills which takes
account of prior learning and makes effective use of the knowledge o f each child as a
learner (cf. Curriculum Framework fir ChiIdren 3 to 5, Scotfish CCC, 1999).
Transfer of information will take place in line with East Dunbartonshire Council
guidelines.
ICT
3.7
ICT will play a crucial role in the delivery of the curriculum. The 5-14 ICT strands
that are particularly relevant to Health Education are:
+
+
+
+
creating and presenting
collecting and analysing
searching and researching
communicating and collaborating.
I C T will also have a role to play in supporting high quality communication among
teachers.
5
Page 280
3.8
East Dunbartonshire Council Guidelines
+ Guidelines on Drugs Education
See Appendix A
+
3.9
Guidelines on Sex Education
See Appendix B
Staff Development
Staff development needs in Health Education will be identified through the
Professional Review and Development Process which is integrated with the school
development planning process.
4.
Roles and Responsibilities
4.1
East Dunbartonshire Council will:
0
0
provide advice and guidance to schools as required
ensure that schools are kept up to date on issues surrounding Health Education and
Health Promotion through appropriate staff development.
suggest resources for effective learning and teaching.
The authority will interpret national advice, set local improvement priorities, initiate
policies, advice and guidelines, provide adequate resources, and monitor
implementation as set out in the Strategy for the Implementation of the 3-14
Curriculum in East Dunbartonshire. Central support staff will cany out their
responsibility for supporting curriculum and staff development in line with the
priorities agreed through the authority improvement plan.
4.2
School Managers
~
Head teachers, other senior managers and principal teachers will manage the
implementation of school priorities, policies, curriculum, resources and staff
development as laid out in development plans and in line with the direction set out in
the authority improvement plan. Senior managers will consult with parents, pupils
and other stakeholders in relation to developments in this area of the curriculum. A
Health Education Coordinator will be designated in each school. In large schools, it
may prove helpful to have a Health Education committee, as Health Education
intersects with a variety of activities and subject areas.
4.3
Teachers
Teachers will ensure that policy implementation and curricular development enhances
learning and teaching and contributes to raising achievement.
6
Page 281
4.4
ParentdCarers
Parents/Carers will be encouraged to play an active role in supporting pupils’ learning
thereby fostering a genuine partnership conducive to the development Health
Promoting School.
4.5
Pupils
Pupils will be encouraged to be actively involved in their learning and to develop a
positive lifelong attitude to adopting a healthy lifestyle.
5.
Resources
5.1
Health Education Coordinators/SchooI Managers will:
e
0
organise and plan the effective use of resources
ensure Health Education resources are clearly catalogued and stored in a way that
makes them easily accessible to all staff
take account of pupil and staff views on the relevance of the Health Education
resources
work in partnership with parents and the wider community and use their input to
develop shared approaches to specific aspects eg Drugs Education, Sex Education,
Healthy Eating etc
6.
Monitoring and Evuluation Arrungemenfs
6.1
Schools
Self-evaluation of the quality of learning and teaching is a fundamental respoasibiIity
of all teaching staff and a particular duty o f senior staff in schools.
The eleven quality indicators in ‘How good is our school? ’ HMIE 2002, which have
been identified for monitoring effective learning and teaching, include:
1.2
3.1
3.2
3.3
3.4
3.5
Courses and programmes
Teachers’ planning
The teaching process
Pupils’ learning experiences
Meeting pupils’ needs
Assessment as part of teaching
4.4
Monitoring pupil progress and achievement
4.5
Learning support
5.1
Climate and relationships
5.2 Expectations and promoting achievement
6.3 Organisation and use of resources and space
7
Page 282
These quality indicators should be used to evaluate the quality of learning and
teaching in Health Education and results used by school staff to inform the Standards
and Quality report for the school.
6.2
The Senior Management Team (Community) will monitor the implementation o f this
policy across the authority through the Strategic Management Coordinating Group.
This information will be communicated to Head teachers and other stakeholders and
will be used to inform the Standards and Quality report for the Education Service.
6.3
Review
This policy will be reviewed by June 2005.
8
Page 283
Appendix A
Drugs Education GuideIines
1
Introduction
These guidelines have been produced by the Health Education 5-14 Working Group. It is
recommended that schools consult with parents, School Boards and other stakeholders when
formulating and implementing policy. These guidelines will be used by schools to help
produce a Drugs Education Policy which includes reference to smoking and alcohol and is
relevant to their school community. The guidelines are a working document that will require
updating due to changes in legislation.
East Dunbartonshire Council recognises that misuse o f drugs is part of modem culture and
school children can be easily influenced. Whilst continuing to make it clear that any misuse
of drugs is totally unacceptable, it is recommended that a structured education programme
which is balanced and informative and equips young people with the skills to make
responsible decisions and choices for their own lives, is in place in schools.
2
Why Schools Need a Drugs Education Policy
+ The Scottish Executive has made it a requirement that schools have a written policy on
+
4
+
3
drugs. The policy should outline the school’s educational programme and its approach to
the management of drugs related incidents.
Schools must take into account the relevant legal requirements eg the Misuse of Drugs
Act 1971.
East Dunbartonshre Council is committed to the health and safety of its schoo1
community and part of this commitment is in the area o f Drugs Education.
East Dunbartonshire acknowledges the importance of the pastoral role of schools in the
welfare o f young people and seeks to encourage a positive ethos in its schools which will
support pupils.
Resources
Resources which will be helpful in the formulation of school policy include:
+ Health Education
+
+
4
+
+
+
5- I 4 National Guidelines and Guide for Teachers and Managers,
Learning and Teaching Scotland 2000
Positive Behaviour, Pupil Policy on Care and Weware: A Policy Framework for
Educational Establishments and Services in East Dun bartonshire, 2002
East Dunbartonshire Council: Procedure Manual Guidelines for the Management of
Incidents of Drug Misuse in Schools - at consultation stage - replacing Strathclyde’s
Standard Circulurs on Drug and Solvent Abuse, 2002
Guidelines for the Management of Incidents of Drug Misuse in Schools, Scottish
Executive 2000
Greater Glasgow NHS Board Health Promotion Drugs and Alcohol Curriculum
(Secondary)
Drug Free Zone: Scotland Against Drugs (Primary), 2001
Tackling Drugs Together in Greater Glasgow 1999-2003
9
Page 284
+
+
4
Drugs & Alcohol - a Parents’ Guide: Boots PLC 1998
The Facts of Drugs - A Parent ’s Guide, Scotland Against Drugs, HEBS, 2001
External Agencies
East Dunbartonshire Council endorses partnership with appropriate agencies and local
organisations to help develop Drugs Education. The production of a protocol regarding
partnerships with external agencies will be provided by East Dunbartonshire Council.
5
Staff Development
East Dunbartonshire Council is committed to the continuing professional development of all
school staff using EDC staff and relevant external agencies.
6
Pupils
Pupils should be informed of the school’s policy and should be encouraged to show a duty of
care to their fellow pupils and to the school community.
7
Parents
East Dunbartonshire Council acknowledges the support given by parents and is committed to
partnership with them which will include consultation.
Refer to:
Incidents of Drug Misuse in Schools (based on Guidelinesfor the Management of Incidents of
Drug Misuse in Schods, Scottish Executive 2000)
8 Police Involvement
Schools should endeavour to promote effective working relationships with the police at all
times which may include representation on school policy groups.
Refer to:
Drug Misuse in SchooZs, Scottish Executive 2000)
9 Drugs Covered by the Policy
Refer to the following publications:
i.
ii.
The Facts of Drugs - A Parents ’ Guide, Scotland Against Drugs, HEBS, 2002 edition
Guidelines for the Management of Incidents of Drug Misuse in Schools, Scottish
Executive 2000.
10
Page 285
10 Possession
Refer to the following document if pupils are found in possession o f drugs:
Drug Misuse in Schools, Scottish Executive 2000)
11 Finding Drugs
Refer to the following documents if drugs, including prescription drugs, are found:
Incidents of Drug Misuse in Schools (based on Guidelinesfor ihe Management of Incidents of
12 Confidentiality
Whilst the principle of confidentiality is important, it cannot be assured in incidents involving
drugs as the personal safety of all members o f the school community is paramount.
11
Page 286
I
Appendix B
Sex Education Guidelines
Introduction
1
These guidelines on Sex Education have been produced by the Health Education 5-14
working group in response to Circular 2/2001 Standards in Scotland’s Schools etc Act
2000: Conduct of Sex Education in Scottish Schools (2000 Act). It is envisaged that
these guidelines will be used by schools to help produce a Sex Education policy
relevant to their school communities.
It is now a requirement that schools consult with parents, pupils, School Boards and
with other stakeholders when formulating and implementing policy. (Sex Education in
Scottish Schools - Effective Consultation with Parents and Curers -Page I>
East Dunbartonshire Council recognises that Sex Education is a lifelong process
whereby children and young people acquire knowledge, understanding and skills, and
develop beliefs, attitudes and values about their sexuality and relationships within a
moral and ethical fiamework. It should be presented across the curriculum in a
context that values:
+
+
+
stable relationships
healthy living
personal responsibility
and firmly sets Sex Education within the wider context o f Health Education and
Personal and Social Development.
In denominational schools, church authorities will continue to provide additional
guidance. These schools shouId therefore continue to take account of this guidance
produced by the Catholic Education Commission.
Why Schools Need a Sex Education Policy
2
+
The Scottish Executive requires that Sex Education should present facts in an
objective, balanced and sensitive manner within a framework o f sound values. Any
school policy should seek to reflect on and achieve the principles and aims o f sex
education contained in Sex Education in Scottish Schools - Effective Consultation
with Parents and Curers -Page 3 and drawn fkom the 2000 Act.
+ Parents may find it difficult to discuss every aspect o f sexuality and relationships with
their children and may therefore value the school’s role in providing a structured
programme o f sex education. As schools are required to consult with parents in
advance on sex education this should ensure a consistent approach
+
To ensure that pupils have access to a planned, consistent and progressive programme
which reflects the key principles and aims o f Sex Education .
12
Page 287
3
Resources
It is envisaged that schools, when formulating a Sex Education policy, will use a range
of resources appropriate to their situation and will refer to:
+
+
Health Education 5-I4 Guidelines and Guidefor Teachers and Managers,
Learning and Teaching Scotland 2000
Sex Education in Scottish Schools, Learning and Teaching Scotland, 2001
i.
ii.
iii.
4
Summary of National Advice
Effective Consultation with Parents and Curers
A Guide.for Parents and Curers
External Agencies
Although teachers should always be the main source o f expertise in providing
programmes of Sex Education, partnerships with external agencies is essential:
+ in formulating and implementing policy
4
+
in providing specific input for pupils, including those with particular needs
(Sex Education in Scottish Schools - Efective Consultation with Farents
and Curers -Page 2.)
inproviding staff development where uppropriate
A protocol regarding partnership with external agencies will be provided by EDC.
5
Staff Development
East Dunbartonshire Council is committed to the continuing professional development
o f all school staff which will be delivered by EDC staff and relevant external
agencies where appropriate.
6.
Pupils
Young people should be consulted in developing a school’s Sex Education Policy.
All schools should continue to develop strategies for consulting pupils to allow them
to identify and express their own needs.
7.
Parents
Provided schools explain and consult sensitively and fully with parents and carers
regarding sex education, showing that there are appropriate safeguards, parents will
feel confident about their child’s participation in the programme. Sex Education in
Scoiiish Schools - Effective Consultation with Parents and Carers -Page 8 provides
features o f good practice.
13
Page 288
. ‘
Although most parents will be happy for their child to participate in the schuol’s Sex
Education programme, the policy should address those exceptional circumstances
when parents wish to deal with certain matters at home and therefore withdraw their
child from the school’s programme. For further guidance refer to Sex Education in
Scottish Schools - Effective Consultation with Parents and Curers -Page 2.
14
Page 289
Appendix 3
Resource List
Page 290
PRIMARY
RESOURCES SUGGESTED BY EDC CURRICULUM FRWIEWORK
Core Resources
““Glasgow’s Health
- copies available from EDC - Boclair IIouse
0
“Wlasgow’s Drug, Alcohol and Tobacco Education Pack
- has bccn issucd to schools
0
““Confidence To Learn - Health Education Board Scotland (HEBS)
- has been issued to schools
**Skills for the Primary School Child (TACADE)
- now called - I Am, I Know, I Can
Available from Old Exchange Building
St A n n ’ s Passage
Manchester M2 6AF
~
0 I6 I 836 6850
0
**Street Sense
- has been issued to schools (Replaces - Ways to Safety Workbooks)
**Fruit Plus Primary School’s Pack
- copies available from EDC
**XArgylc & Butc Hcaltli Cuidc
- copics availahlc fiom EDC
This list is not definitive.
RESOLrRCES SUGGESTED BY GLASGOW’S HEALTH
Many of these resources have previously been distributed to schools. Head teachers are advised
to contact the appropriate supplier to secure inspection copies to determine suitability of
resources. Some resources have been updated and the supplier will provide further information.
** STEPS PROGRAMME - Safety Training and Education for Primary Schoolsg Wise First
~
Strathclyde Police distributed t h i s resource to schools
SCCC, Dundee Telephone 08700100297
~
Page 291
Drug Wise ‘loo
0
** Escape Aids 2 )
University o f Strathclyde, Jorhnhill Campus
Escape Aids 3)
** Skills for the Primary School Child TACADE (now I Ani,I Know, I Can)
** Highway Code for Young Road Users - free copy
Telephone - 012962 846888
** Street Wise available on CD Roin from Learning and Teaching Scotland
74 Victoria Crescent Road
Glasgow
G12 9NJ
Kidscape Resources (as appropriate) available froin Kidscape,
2 Grosvenor Gardens
London
SW1 W02H
Telephone 02077303300
** Exploring Alcohol - available fi-om Greater Glasgow Health Board
Telephone 0141 201 4987
** HEBS (Healthy Teeth in Healthy Mouths) available froin HEBS
Woodburn House
Canaan Lane
Edinburgh
EH 10 4SG
Telephone 0131 536 5500
Body Works CD Rom - Dorking Kindersley
** Good Health Video (Now called The Good Health Guide to Eating. Drinking,
Working, Rcsting and Playing and Guidc to Drugs) Channel 4 - Schools
- available from 4 Learning
PO Box -100
Wetherby
LS23 7LG
** Rosie’s World Video - available from HEBS
Woodburn House
Canaan Lane
Edinburgh
EH 10 4SG
Tclcphonc 01 3 1 536 5500
~
~
0
** Health for Life - Growing Up - Noreen WhettoniTrevor Williams
- available from Nelson Thornes
0
0
Then One Year Churchill Film Productions
‘Magic Granddad’ Watch BBC
My Body Staying Healthy’Getting I11 Heinemam
~
~
~
** Denotes that inspection copies ofthe resource are held at
Education Resource Service,
Brookwood Villa,
166 Drynen Road,
Bearsden,
G613lU
Telephone 0141 570 2307
- 0141 570 2308
~
Page 292
SECONDARY
RESOURCES SUGGESTED BY EDC CURRICULUM FRWIEWORK
Core Resources
**Glasgow’s Health
**Glasgow’s Drug, Alcohol and Tobacco Education Pack
- has bccii issued to scliools
**Skills for the Primary School Child (TACADE)
- now called - I Am, I Know, I Can
Available from
Old Exchange Building
St Ann’s Passage
Manchester M2 6AF
01618366850
**Argyle & Bute Health Guide
This list is not definitive.
RESOURCES SUGGESTED BY GLASGOW’S HEALTH
Many of these resources have previously been distributed to schools. Head teachers are advised
to contact the appropriate supplier to secure inspection copies to determine suitability of
resources. Some resources have been updated and the supplier will provide further information.
The Ultimate Human Body CD Rom - h i - k i n g Kindersky
Q”iHEBS(Health Education Board for Scotland ) suggested i-esnmces
- available to ordcr from publications cataloguc NHS Hcalth Scotland
Woodburn House
Canaan Lane
Edinburgh
EH 10 4SG
Telephone 0131 536 5500
Scottish Child Law Centre
- Youth Rights
The Rights ofthe Child
resources available from - Infoimation lielpline - 0 I 3 1 A 6 7 A333
- cnquirics~,,sclc.org.uk
** Denotes that inspection copies oftlie resource are held at
Fducalion Resource Service,
Brookwood Villa,
166 Drymen Road,
Bearsden.
G613R.J
Telephone 0141 570 2307
- 0141 570 2308
0
0
~
Page 293
EAST DUNBARTONSHIRE COUNCIL
AGENDA & ALL PAPERS - TO ATTEND
COUNCILLOR GOTTS (CONVENER)
COUNCILOR McNAUGHTON (VICE CONVENER)
PROVOST STEEL
COUNCILLORHENDRY
COUNCILLORJARVIS
COUNCILLORCEEKIE
COUNCILLORI-IANNAH
COUNCILLOR SMITH
COUNCILLORYOUNG
COUNCILLOR MACDONALD
COUNCILLORM c N E S
COUNCIILOR SOUTHCOTT
AGENDA & ALL PAPERS - FOR INFORMATION
COUNCILLOR BROWN
COUNCILLOR CALLISON
COUNCILLOR CUMMING
COUNCILLOR DEMPSEY
COUNCILLOR DUNCAN
COUNCILLOR KENNEDY
COUNCILLOR McGAUGHRIN
COUNCILLOR MOIR
COUNCILLORMOODY
COUNCILLORMORRlSON
COUNCILLORO’DONNELL
COIJNCILLOR RISK
24
CHURCH MEMBERS
Mrs Barbara Jarvic, 18 Cannerton Crescent, Milton of Campsie, Glasgow G66 8DR
Monsignor Bradley, St Matthews RC Church, 2 Crosshill Road, Glasgow, Bishopbriggs (364 2PZ
Rev. Bryan Owen, 10 Waverley Park, Kirkintilloch, Glasgow G66 2BP
ASSESSORS
Mrs Helen Campbell, 57 Moorfoot Way, Bearsden, Glasgow G61 4RL
Mr Frank Healy, 17 Leslie Street, Glasgow G41 2LH
Mrs Susan Murray, ‘Methana’, Bellfield Road, Kirkintilloch, Glasgow G66 1DS
OFFICERS
CHIEF EXECUTIVE
STRATEGIC DIRECTOR (CORPORATE SERVICES)
Head o f Policy and Public Affairs
Policy and Improvcmcnt Manager
Angela I.oughran, Team 1.eader - Public Affairs
Public Affairs Team
Head of Finance and ICT
5. Slavin, Principal Accountant, Boclair House
A Crighton, Legal Manager, Grange 1, Grange Avenue, Milngavie
Head o f Human Resources
Ian Shearer, Infrastructure Manager
ACTING STRATEGIC DIRECTOR (COMMUNITY)
Head of Performance and Development
Head of Education
Head o f Operational Support (Community)
Head of Health and Community Care
Head of Social Work
Head of’ Social Inclusion & Community Development
Head oTHousing & Home Support
Elizabeth Horne, Education Officer (Support for Learning) - Boclair Housc
K. Macaulay, Registrar
E. Brown, Libraries Manager
1 Riddell, Community Support Maiiager
E Muir, Education Officer
C. Jardine, Property and Resources Manager
STRATEGIC DIRECTOR (COMMERCIAL)
STRATEGIC DIRECTOR (DEVELOPMENT AND ENVIRONMENT)
Anne Boyce - Police Liaison Officer
Committee Administration Officer
AGENDA & ALL NON-PRIVATE PAPERS ONLY
Jean Turner MSP, Beechwood, 1 Balmore Road, Bardowie, Glasgow G62 6ES
Stewart Maxwell MSP, 14 William Street, Paisley PA1 2LZ
The Herald
Kirkintilloch Herald
Milngavie & Bearsden Herald
The Extra (West End/Uearsden and Milngavie)
Thc Evcning Times
Scottish Enterprise Dunbartonshirc
Educational Times Supplement - Scott House, 10 South St. Andrew Street, Edinburgh EH2 2AZ
Strathclyde Passenger Transport Authority, Consort House, 12 West George Street, Glasgow G2 1 H N
H.M. Inspectorate of Education, Europa Building, 450 Argyle Street, Glasgow G2 8LG
John Kelly (NASUWT), St. Ninian’s High School, Bellfield Road, Kirkintilloch G66 IDT
P. Foden (PAT), 4 Windsor Crcscent, Elderslie PAI 3SQ
John Cairney, TES, 2 Potassels Road, Muirhead, Glasgow G69 9EL
John Duffy, Enterprise House, Southbank Business Park, Kirkintilloch, Glasgow G66 1XQ
Ann Ballinger, 63 Glensannox Drive, Cumbernauld, Glasgow G68 OGB
Wm. Patrick Library - Senior Librarian
Brookwood Library, 166 Drymen Road, Bearsden
Members’ Services
Public (per Committee Administration Officer)
1
1
1
1
1
1
6
1
1
1
1
1
I
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
29
1
1
1
1
1
I
1
1
I
1
1
1
1
1
1
1
1
1
1
2
21
TOTAL =
80

educ 141204_page - Public Places

Transcription

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