page 1 of 21 - clackmannanshire

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Introduction This report provides an update on the work undertaken between April 2017 and March 2018 associated with Clackmannanshire’s Children’s Services Plan 2017- 2020. The plan set out the vision and priorities for Children’s Services across Clackmannanshire Community Planning Partnership area and the activities we would undertake to achieve these. Our Vision We want Clackmannanshire to be a great place for children and young people to grow up. We aim to do this by ensuring that they have the best possible opportunities and life chances. We want every child to experience a safe and happy childhood. We want to them to develop positive wellbeing and to access high quality learning and development opportunities, so that they can move forward confidently into adulthood. The core priorities in our Children’s Services Plan for children and young people living in Clackmannanshire are that they:

Are safe from harm

Have the best possible start in life

Grow up healthy, confident and resilient

Have skills for life, work and learning These are delivered within the Getting it Right for Every Child (GIRFEC) national framework and are based on the key principals of prevention and early intervention. We base our work with children on a rights based approach with a commitment to addressing inequalities and a commitment to actively involving and listening to children, young people and their families. Out Core Priorities are underpinned by the following principles:

A focus on prevention and early intervention

A rights based approach

A commitment to addressing inequalities

And a commitment to actively involving and listening to children, young people and their families

This report provides a year one update from across the partnership on the progress across each of these priority areas identifying both our key strengths, the challenges we continue to face and areas for further improvement. (See end of appendix for a list of abbreviations used in this report). This report is based on progress made on Clackmannanshire’s Children’s Services Plan 2017-2020 which can be found here: https://www.clacks.gov.uk/site/documents/childrensservices/childrensservicesplan/ This report is also closely related to Clackmannanshire’s Local Outcome Improvement Plan 2017-2027 which can be found here: https://www.clacks.gov.uk/community/loip/ Further information on the Community Planning Partnership – the Clackmannanshire Alliance and our work with partners, can be found here: https://www.clacks.gov.uk/community/planning/

https://www.clacks.gov.uk/site/documents/childrensservices/childrensservicesplan/

https://www.clacks.gov.uk/community/loip/

https://www.clacks.gov.uk/community/planning/

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Core Priority 1 All children and young people are safe from harm Good progress has been made across services in achieving this priority with key actions being identified in relation to Child Protection, improving parental involvement in services, development of key processes and assessment tools and raising awareness of issues facing young people including online safety. Our work under this priority in 2017/18 includes: Child Protection: Clackmannanshire Council reviewed and updated its operational Child Protection procedures in November 2017 and provided a 5 day training course based on these new procedures to all front line children and families social workers in November and December 2017. In addition, Forth Valley Child Protection procedures were introduced to cover transitions between child and adult services where there are concerns for the protection of a young person. New multi-agency guidance was also introduced around working with resistance with training being delivered across agencies. The Clackmannanshire and Stirling Child Protection Committee has also taken forward work in a number of key areas in the reporting period. This has included a Forth Valley protocol on Human Trafficking including Child Trafficking, linked to the Scottish Governments first Trafficking and Exploitation Strategy published in 2017. Work has also been undertaken across the partnership to review policies on: Initial Referral Discussions; Young Runaways Protocol; Transitions Guidance for Working with Young People aged 16-18 and the Missing Persons Framework. The Forth valley Significant Case Review Protocol was also updated in 2017. Safe and Together Model: Clackmannanshire Council, in conjunction with partner organisations, commissioned and implemented the Safe and Together Model. The aim is to adopt a multi-agency approach to supporting women and their children in domestically abusive situations, while recognising the importance of engaging the perpetrator in assessment and planning. ‘Equally Safe’, Scotland’s strategy to prevent violence against women and girls, has identified Safe and Together as the preferred model for addressing child welfare and protection concerns within the context of domestic abuse. A five day programme was delivered in August 2018 to staff who are working with children, young people and their families across partner organisations. This is being followed up by training local trainers to extend the opportunity for staff to receive this training. A briefing for senior managers and leaders across the Partnership to support ownership and understanding of “Safe and Together” was delivered on 20th August 2018.

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Educational Psychology Service (EPS):

The Educational Psychology Service undertook a review of its practice aimed at increasing its efficiency, equality and equity in terms of service delivery. The service began a partial implementation in the 2016-2017 academic year with built in data collection, leading to a full self-evaluation and onward planning sessions in summer 2017. This work aims to produce a more targeted service with better outcomes for service users and evidence-based service improvement planning. In 2017-18 there was shift towards requests for EPS involvement around maintaining pupils in current placements and decrease (of 27% on same period last year) for assessment around pupils being placed in a specialist provision. Over the year EPS saw a 121% increase in parental engagement through phone consultation compared to 2016-1027. The EPS also were involved in providing training to 520 educators with 80% of participants being able to identify a specific impact on their practice as a result. Impact of Parental Substance Use Assessment Tool (IPSU): The Alcohol and Drug Partnership (ADP) has led on the development of the Impact of Parental Substance Use Assessment Tool (IPSU). A multi-agency group reviewed and refined the assessment tool and have agreed a deadline of the end of June 2018 for final changes to the tool and for a guidance note to be developed. The purpose of this tool is to enable practitioners from both adult and children’s services to comprehensively assess the impact that alcohol and/or drugs has on an individual’s parenting capacity. Clackmannanshire Council have agreed that they will use the tool within Social Work. Alcohol & Drug Partnership Referral Pathways: The referral pathway for under 5s has been revised with a revised implementation date of the 1st June 2018. This will support direct referral to adult substance services from Health Visitors, Family Nurse Partnership and the Pre Birth Planning Service. This will support both early identification of harm and early intervention.

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The Alcohol and Drug Partnership have also developed an additional referral pathway for vulnerable adults from the Police directly to Substance Use services. In addition to the Arrest Referral Scheme, we now have a process by which the Police can directly refer to Signpost if they have contact with a vulnerable person but they do not arrest them. With the individual’s consent, the person’s details can be shared with the service who will then assertively outreach to offer support. Improving the support provided for adults obviously reduces risk to children and families. The ADP continued to offer a range of workforce development opportunities designed to increase practitioner confidence and competence in supporting children and families affected by substance use. This includes Getting Our Priorities Right (GOPR) training as well as Trauma training and Recovery Oriented System of Care (ROSC) training. ROSC training increases awareness of the importance of a co-ordinated network of community based services and supports, that is person centred and builds on the strengths and resilience of individuals, families and communities to achieve improved health, wellness and a quality of life for those with, or at risk, of alcohol and drug problems. A more recent development has been to deliver GOPR and ROSC training within Community Pharmacies. This is an important setting as Community Pharmacists are often the ones who see people on a daily basis if they have to attend for a daily prescription. Individuals may bring young children with them to the pharmacy so it is important for staff to be confident in observing and assessing any changes in risk to these children. Families are central to an effective ROSC, which reinforces the need for us to support children and young people affected by substance misuse. Clackmannanshire Anti-bullying Strategy: A draft Clackmannanshire Anti-Bullying Strategy has been developed in collaboration with Respectme, Scotland's Anti-Bullying charity. The draft strategy includes a definition of what bullying behaviour is, approaches to support any children who are displaying bullying behaviour and also any children who are subject to bullying behaviour, as well as refreshed procedures for recording and intervention. Workshops have been held for parents and further events are planned for pupils and other stakeholders. E-Safety Partnership: Much of the direct work of the E-safety partnership is delivered by community and school based officers from Police Scotland. Inputs are provided to school pupils dependant on age group and current community issues. These inputs have covered issues on anti-bullying, No Knives Better Lives, local crimes and internet based issues. All 3 secondary schools are covered as well as Clackmannanshire secondary school support service, Forth Valley College, and pupils in P7 transitions. This has included approximately 3,000 individuals. In addition the E Safety Partnership provides support to parents and carers using coffee mornings and parent evenings to reach around 200 parents/carers. Work with Parents/Carers is an area the partnership are trying to develop but proving difficult as the up take is low. Some inputs are also delivered on issues as they occur by community officers to parents and carers around internet safety and social media. Police Scotland has been running training courses for community officers, to allow them to become "Web Constables" and be conversant with current trends. In Clackmannanshire inputs are also being delivered on Internet Safety by Respect me and the NSPCC who along with O2 form the “Keep Your Child Safe Online” partnership and are currently working in Primary Schools.

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The Forth Valley Child Protection Committee has also worked alongside the Central E-Safety Partnership to support Safer Internet Day 2018 when the theme was create, Connect and Share Respect: A Better Internet Starts with You. Youth Justice: The Clackmannanshire Youth Justice Service continues to use robust research evidence in delivering a Whole Systems Approach and Effective Early Intervention in a multi partnership format. This specifically aims to address the child’s needs and address the causes of offending behaviour. Police report that youth crime continues to fall locally and the very vulnerable children who have committed crime continue to have their wellbeing protected and enhanced rather than damaged by adult justice processes. There have been no children from Clackmannanshire in Secure Residential Care or sentenced to imprisonment since 2015. The success of this service has informed an incremental approach to increasing the age scope for the Whole Systems Approach for those individuals whose maturity falls short of their chronological age. Community Justice In November 2017, the Clackmannanshire Alliance hosted “Resilience in the Face of Adversity”. This was a trauma informed Community Planning Conference which had academic support from Education Psychology Services and influence of the Community Justice Partnership. This brought together 130 people from a cross-section of organisations to learn about the social determinants of poor outcomes which are rooted in childhood poverty, adversity and relational voids. A subsequent working group then secured the commitment from the Alliance for recommendations and leadership for an approach to secure improved understanding across all services. Youth Justice Conference

In November and December, partners supported the priority for improving public understanding of community justice through 2 community justice ambassador events. Firstly, the Sheriff Court hosted a mock trial for young people to observe the workings of justice. Then Lornshill Academy Modern Studies Department hosted a Youth Community Justice Conference which involved around 100 young people, elected members, police, prisons, the recovery network and the community justice coordinator. The event was chaired by young people with an extensive question an answer session. Pupils and teaching staff responded with glowing feedback about the event and plans to hold similar events in due course, and similar events in other schools are being considered by the partnership. Gender Based Violence and 16 Days of Action The Violence Against Women partnership in Clackmannanshire worked alongside the Governments Equally Safe team and the Improvement Service to undertake self-assessment and a follow-up workshop to update the Equally Safe Strategy for Clackmannanshire. The partnership also led on the 16 Days of Action Campaign in the reporting year which included an opening event at Forth Valley College themed ‘Prevention through Education’. Other events during the campaign included the launch of Forth Valley Rape Crisis exhibition ‘A Space for Action: Collective Resistance to Sexual Violence and the Reclamation of Public Space’ at the Spiers Centre in Alloa. A number of awareness raising events and workforce development was also held around sexual exploitation and trafficking; domestic abuse for professionals and the domestic abuse disclosure scheme.

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The partnership also worked with Clackmannanshire Third Sector Interface to host an event for International Women’s Day in Clackmannanshire. The event was attended by a wide range of women from all walks of life in Clackmannanshire to celebrate the resilience of women. Naomi Breeze, acclaimed playwrite, performed her play which highlighted issues around coercive control, and the event followed with informal workshops and discussions about the experience of women and abuse.

Summary of Key Strengths

Development of key operational procedures and improved systems to support

women and children affected by domestic abuse through implementation of Equally

Safe.

Improved support for children in mainstream educational placements and increased

parental engagement with Educational Psychology Service

Development of new assessment tools in relation to parental substance use and

new referral pathways

E safety training delivered to secondary pupils and primary 7. Greater engagement

with parents and carers

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Core Priority 2 All children have the best possible start in life Work on the key actions associated with this priority have progressed well with NHS Forth Valley taking the lead on delivery of the majority of the outcomes along with partners in the Third sector. Family Nurse Partnership The Family Nurse Partnership which provides targeted support to teenage pregnancies underwent an annual review by the Scottish Government in March 2018. This service is was initially a pilot but has now been made permanent and there has been an expansion to the team to ensure all referrals can be accepted. From the most recently reported data for Forth Valley (2017), a higher percentage of women are accessing antenatal care at early stages of pregnancy than the National Heat target. The target is set at 85% by 12th week of pregnancy and Forth Valley is achieving 91.6% by 12th week of pregnancy. Forth Valley have been involved in the national pilot of the ‘baby box’ initiative aimed at reducing cot deaths and all babies born after August 2017 will receive a baby box. The data for infant mortalities is only reported on a 5 year rolling average and was last reported in 2015/16 therefore new data will not be available for sometime. The still birth rate per 1,000 live births is below the Scottish average and follows on from work being undertaken to support mothers to recognise and act on any change to their baby’s foetal movement patterns. Although the percentage of children being breastfed at time of their 6-8 week review has increased slightly between 2015/16 and 2016/17 (18% to 18.9%), this remains well below the Scottish average of 28.2% and further work remains to be done in this area. As part of this the community health visiting service has completed the implementation of the UNICEF Baby Friendly approach in May 2018. The teenage pregnancy rate will next be updated in July 2019 but the last reported data showed a decrease form 34.2 per 1000 women in 2015/6 to 28.9 in 2016/7. Work is continuing around ensuring children reach their developmental milestones at 27-30 month health review and by times of starting primary school. This builds on the work undertaken initially as part of the national Early Years Collaborative. Data will next be available in February 2019 but health report we are on target to meet this by 2020. Across Forth Valley the last reported child obesity levels at primary 1 were in 2017 and these were reported as worse than the Scottish average and are an area where work is continuing. In terms of workforce development in NHS Forth Valley it is anticipated from January 2019 the majority of Scottish Government uplifted Health Visitor posts will be in place with full realisation of staffing by 2020. A workforce plan is currently being developed in relation to School Nursing with 5 post graduate student School Nurses in training for Forth Valley due to qualify in January 2019. Clackmannanshire Young Parents Project The Clackmannanshire Young Parents Project (YPP) was recognised this year with an ‘Excellent People, Excellent Outcomes Award’ from CoSLA. The YPP aims to help young parents stay engaged with the employability process, education or training to prepare for employment.

Clackmannanshire Council and NHS Forth Valley work in close partnership on the project, and with Forth Valley College, Stirling University and Skills Development Scotland. Referrals come through health visitors, GPs, schools, social services and self and peer referral.

Research indicated that younger people who become parents tend to have poorer health and social outcomes. This is intensified if they find the processes of accessing welfare services

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confusing or difficult. YPP links young parents with support for housing, accessing learning and employment grants, money advice and sourcing childcare. The project also supports young parents who wish to remain in school or further education. The key worker approach tailors practical support to their individual needs to help them develop the skills, means and confidence to fulfil their own potential and ensure their children have the best start in life.

Over 130 young people have registered with the project. All participants complete a course in paediatric first aid. Other personal development opportunities include courses in elementary cooking and food hygiene.

Corporate Parenting and Oor Voices

As part of the work to develop advocacy services for young people, Clackmannanshire Council Social Services established a participation group for care-experienced young people called ‘Oor Clacks Voices’.

The aim was to set up an ongoing channel of communication and support which would ensure the views of care experienced young people are listened to and acted upon. This group has provided input into the development of the Corporate Parenting Plan and will continue to link with Corporate Parents.

‘Oor Clacks Voices’ have also created a Facebook page to provide information and access to surveys to young people who may not wish to engage in person with the group or with officers from Services.

Members of the group have been involved in training for NHS, Education and new Children’s Panel members. The young people have taken part in Question Time with the First Minister, Care Day Question Time with The First Minister and The Children’s Commissioner, Care Day Ceilidh, Young Person’s input in Corporate Parenting Strategy, Children’s Hearing Scotland Workshop, and the Youth Council.

Social Services now aim to build on the success of this group and establish a meaningful partnership between care-experienced young people and the Corporate Parenting Steering Group which will gather views to inform strategic planning and improve services.

Work by partners through the Corporate Parenting Steering Group is well underway to develop the new Clackmannanshire Corporate Parenting Plan for Clackmannanshire.

Third Sector Involvement

The Third Sector has continued to play its part in the children’s services design and delivery and is currently working with community planning partners on ensuring the voices of young people are listened to and help shape future review of services. This redesign includes the appointment of new full time worker from Who Cares now supporting looked after children, through their own new support group, ‘Oor Clacks Voice’. Other key work has been carried out by Action for Children, working collaboratively with Education and NHS Forth Valley to design the C-Café, a whole-family approach to improving attainment and healthy relationships. Homestart, with new funding from BBC Children in Need and the Big Lottery has appointed additional family workers and is training more volunteers to support local families in crisis, alongside Social Work. Volunteering Matters has now received significant three year funding to widen its remit to provide a befriending service for up to 30 young people a year. Play Alloa continues to extend its services and activities to a wider number of ageing young people as well as offering support, along with Forth Valley Welcomes, to a larger number of Syrian refugee families, based in Clackmannanshire.

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The Third Sector is also working towards supporting young people with disabilities finding opportunities for meaningful work, as an alternative to day care. These include new social enterprises like Makers’ Gallery, now being run by Scottish Autism and Rebound Therapy who use trampolining as means of improving health and wellbeing, as well as community centres like Hawkhill Community Centre, in Alloa which provide everything from breakfast clubs, homework clubs, residential holidays and daily youth groups. Family Support and Prevention Work Partners in Clackmannanshire have introduced 3 new local intervention services for families. Functional Family Therapy was implemented in 2017 and is an evidenced based programme aimed at improving outcomes for young people aged 11-18. It is an intensive intervention programme which builds on the existing strengths of family relationships. The programme works with some of our most vulnerable young people, including those demonstrating behavioural difficulties, involvement in offending, violent behaviour and substance misuse. Early outcomes evidenced are fewer young people in Clackmannanshire being accommodated and improved school attendance. Family Group Decision Making has been in place in Clackmannanshire over a year. The process emphasises a family’s strengths, seeks to be blame free and solution focussed. Families are invited to host their own meetings to reach decisions that are safe for the children. Two social workers in Clackmannanshire have been trained in the model and it is being targeted where children are at risk of becoming accommodated or being placed on the child protection register. Intensive Family Support Team is now in place and being delivered from the Alloa Family Centre. The service provides early intervention and more targeted specialist support to children, families and care leavers. This work includes groups and outreach work to help parents develop skills needed for infants and young children to meet their developmental milestones.

Summary of Key Strengths

Expansion of the Family Nurse Partnership service and now made permanent

Involvement of Forth Valley in the national pilot of the ‘baby box’

A higher percentage of women accessing anti-natal care at early stages of

pregnancy in Forth Valley than the national average

Development of a workforce plan in relation to school nursing service

Development of participation work by third sector with young people (Oor Clacks

Voices)

Partnership working between Action for Children, education and health to develop

the C café approach

Increased funding for Homestart and additional family workers appointed

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Core Priority 3 All children and young people grow up healthy, confident and resilient Work in this priority has progressed well with developments in relation to supporting Young Carers following the implementation in April of the Carers (Scotland) Act 2016. In addition work has been ongoing across our education service linked to the Scottish Attainment Challenge and work in supporting our looked after children and improving their outcomes. We have also focused on developing local resources for young people who can not remain with their families; this has involved developing local Fostering resources and support to existing carers. Young Carers: As well as the range of work being undertaken by the Third Sector noted in the section above, more specific work has been undertaken in partnership with the Falkirk and Clackmannanshire Carers Centre to support Young Carers following the implementation in April of the Carers (Scotland) Act 2016. A sub-group of the Children and Young People’s Implementation Partnership has lead in the development of work with Young Carers. This task and finish group included representatives from Health, Education, Carers Centre and Child and Family Social Work. The group worked with Young Carers across Clackmannanshire to co-produce a Young Carer Statement and guidance for those assisting young people in completing these. In addition a Strategic Delivery Plan, year one implementation plan and guidance across agencies was produced. This was presented to Council in June 2018 and approved. Training both on a multi-agency and single agency basis has been delivered across services to assist staff in their understanding of the new legislation and duties it places on them. This is planed to continue throughout 2018 to ensure all agencies have a greater awareness of the act. Over the last year the Carers Centre, Young Carers Project has supported 60 young carers across Clackmannanshire. The support provided to young carers has included young carers groups which provide much needed peer support along with a range of health and well-being activities, 50 young carer groups were delivered with 341 attendances. Many young carers require additional support and at times 1:1 support with a young carer’s worker to enable them to talk about their caring role, reducing stress and anxiety, 6 young carers received 1:1 support with 16 sessions taking place. The number of new referrals received was 25; this is expected to significantly increase following the introduction of the Carers (Scotland) Act 2016. The Young Carers Project also enables young carers to have short residential breaks during school holiday times which helps to reduce social isolation and allows young carers to have a life outside of caring, 4 breaks took place with 20 young carers from Clackmannanshire attending. The project provides many new opportunities to young carers which enable them to have their own aspirations and reach their potential. The Young Carers Project also supports young carers to apply to the Creative Breaks Fund which provides grants of up to £300 to young carers and their families, to have a break from caring, 12 young carers benefitted from a short break grant.

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Readiness for Learning (R4L) The Readiness for learning (R4L) approach has been introduced into education with events and training for staff groups. Readiness for Learning is a multi-layered approach which can be applied across all levels of the GIRFEC triangle from universal to intensive. This approach is built on an understanding of brain development and the effects of stress (both short term and prolonged), linked to knowledge around attachment, nurture and trauma. Interventions are therefore developed based on the level the child is at neurodevelopmentally. In doing so, we help the child develop their skills of self-regulation and executive function - crucial building blocks in academic achievement. 640 staff have been trained on this approach with 76% staff changing reporting they have made changes to their practice following this training. The number of pupils on stage 3 of staged intervention in P1 R4L classrooms has dropped by 50%. What does an R4L classroom look like?

• Care and thought is given to the physical and sensory environment.

• Educators understand the impact of stress on learners and themselves.

• Relationships are key

• Brains, learning and development are understood neurosequentially

• Time is spent helping all learners to regulate

What’s the impact?

• Over 50 successful interventions have been supported by EPs using the approach and R4L

is referenced in 60.4% of one-off EP consultations

• 650 staff have so far been trained in NME. Most staff trained to date rate the training as 8

out of 10 for usefulness and would recommend it to others

• Longer term evaluation showed 76% staff had changed their practice since training. 42%

felt it had made a positive difference at a classroom level & 47% at an individual pupil level.

• Pupils on Stage 3 of Staged Intervention in P1 R4L classrooms has halved.

• Pupils in P1 R4L classrooms requiring out of class nurture support dropped by 50%.

• The average decrease in post-traumatic stress symptoms in pupils referred to the Intensive

Therapeutic Service was 35.1%.

• Pupils in P1 R4L classrooms are showing statistically significant gains in their executive

function skills (see table), as measured by the NME mini map. Effect sizes for these

attributes range from 0.8-0.94.

What do our partners say?

‘The NME training has led to transformational change for some of our teaching staff. Particular faculties are now almost unrecognisable compared to a year ago and the atmosphere in school has changed. We’re on a journey, but the EPS are supporting us on this journey, not doing something to us.’ Secondary DHT 'It (R4L) pulls all the bits together into a cohesive whole that is perfectly relevant to our kids. It's given all staff permission to do things differently.' Acting Head Teacher 'In the last year or so , I have noticed a qualitative difference in teacher's understanding and language used re the impact of trauma on brain development during my consultations with them.' Clinical Psychologist, CAMHS Team

What are the next steps?

• Continue to train school staff in all components of R4L

• Develop an online assessment and intervention toolkit for educators

• Continue to gather and triangulate impact data

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Learning Together & Psychology of Positive Parenting Programmes (LTP & PoPP): The Education service has been running Learning Together Programmes (PEEP) in every nursery and Psychology of Parenting Programme (PoPP) with target groups referred through a screening process. These are progressing well and data is being gathered in relation to these and their impact. Next step for PEEP is to apply for accreditation to allow parents to get City and Guilds qualifications followed by a guaranteed College interview at the end of the course. PEEP and PoPP training is delivered for educators from Early Years. Data on referral pathways will be collected on the PoPP database along with total numbers to allow analysis of where referrals are coming from and % increase from previous years. PEEP is a universal programme which has been running successfully in every nursery. Sauchie nursery completed a test of change for their PEEP group. They predicted that 75% of their families would attend a session. Overall 79% families attended. 14% shared reasons why they could not attend but were really keen to engage and 7% choose not to participate. Feedback from one parent stated ” I will focus more on what is being said and try to get both boys to listen to me and each other”. PoPP has 23 referrals since January and its impact will be reviewed.

Language is Fun Together (LIFT): Language is Fun Together programme is delivered by Speech and Language Therapists (SALT) to Early Learning and Childcare settings. There are six focus Early Learning and Childcare settings, four of which are in Intervention Group 1 which runs from October 2017- September 2018 - Sauchie Nursery, Tillicoultry Nursery Class, Banchory Nursery Class and Coalsnaughton Nursery Class. Intervention group 2 will start in August 2018 and will include Abercromby Nursery Class and St. Serf’s Nursery Class. All staff in intervention group 1 have completed 6 training modules. This has increased their knowledge of communication milestones, adult-child interaction techniques and what constitutes an inclusive communication environment. In addition Alloa Learning Community have used PEF funding to provide LIFT to their nurseries. All children 2-5 have been assessed and placed into groups for interventions: these include –

• Adult Child Interactions (ACI’s)

• Teaching Children to Listen

• Nursery Narrative

• Word Aware

• Intervention groups that happen throughout the week

• Leaflets explaining LIFT were given out to parents

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Parents were invited to two ‘Cuppa Chat’ events to hear more about it and a stall was provided at, ‘Bring someone you love to nursery’ to answer any questions. A Parents’ Workshop has been developed where parents received a short presentation about Language Development followed by the opportunity to try out some of the techniques and strategies with their child in the nursery. Language skills improved by 130%, listening difficulties fell by over 60%. Pupil Equity Fund: As part of the work linked to the Scottish Attainment Challenge, Clackmannanshire received £1.528 million in funding via the Pupil Equity Fund in 2017-2018. This funding is targeted at aiming to reduce the poverty-related attainment gap and within Clackmannanshire schools worked in clusters to look at the most effective way to use this funding. From the evidence gathered it was identified that there was a need for additional resources in relation to the health and well being of pupils. This lead to the recruitment of support workers to work with children and families and further development of nurture approaches in primary schools including further training for staff. Funding was used to create nurturing spaces in schools and work undertaken with health colleagues including Occupational Health. Evidence of the impact of these interventions is positive with a decrease in exclusions and increase in attendance. Looked After Young People: In relation to Looked After Children (LAC) the average attendance rate was 93% which was higher than the national average for LAC of 91% in 2016-2017. In 2017-2018 only 4 LAC young people were excluded from school an improvement for 2015-2016 when 14 exclusions occurred. There is also evidence of improvements in health and wellbeing of pupils and signs that the targeted interventions appear to be positively impacting on the poverty- related attainment gap. In relation to performance of our Looked After young people 62% achieved 1 or more SCQF level 5 in 2018 which is significantly higher than the national average of 44%. 29 LAC young people were presented for 111 Scottish Qualifications in 2018, achieving an 82% overall pass rate. Information in relation to positive destinations for Looked After young people in 2016-2017 indicated that two thirds of these young people entered a positive destination on leaving school. Nearly 40% of LAC school leavers entered college; however no Looked After school leaver left to start university in 2017, evidence that further work requires to be done in this area. Sports Development: Sports development ran a pilot project in 2017, in partnership with Child and Family social work aimed at encouraging children who are LAC to take part in the Sports Development summer programme. 60 young people were identified and assisted to take part in the programme based on this work and a total of 978 pupils in total taking part in the summer programme. An Easter programme was also run with 12 young people being signposted by social services. Feedback from this project has been very positive with an increase in participation in sports activities by young people who are LAC.

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This project aimed to build on the partnership with social services and encourage children who are looked after to take part in the summer programme offered by Sports Development. The impact of this has been - a reduction to zero child referrals during the summer holidays, social workers and families were able to hold meetings and have discussions whilst the children were at camp, and families were given choices and children are now taking part in activities that they would never have previously considered. Families reported that they were less stressed knowing that their child was being well cared for at camp which meant they could focus on other family issues. Children have said they enjoyed the opportunity to try something different, that they had a great time and made new friends and learned new skills that they previously did not have. Children enjoyed structured activities at camp and head teachers reported that they were more ready to go back to school after the summer break. Families were impressed with Sports Development Staff, how well organised the camp was and how well staff included all children and dealt with any difficulties that arose. In 2018 the plan is for 79 pupils to take part and maintain previous success. Additional Support Needs: The ASN Manager engaged with ASN colleagues across Clackmannanshire mainstream and specialist settings from nursery, primary and secondary settings. The group drafted out where they felt the gaps in parental engagement were. Members of the group also met with parents from the same settings and opened up frank discussion about the gaps in advice and support for them and their families. Written feedback was very helpful and along similar lines as the feedback from practitioners and this has been transferred into an action plan. The plan has named colleagues who will be responsible for addressing/working towards addressing the actions. There is a clear plan ahead for improving our engagement but some actions will take longer than other more 'simple fixes'. Parents felt that this was a good start in making improvements together. All ASN pages on the Clackmannanshire Council website have been reviewed for clarity, ease of finding and to ensure they are up to date. Some additional pages have been added such as education in hospital and administration of medicines to fill some information gaps about the services we provide. Colleagues are very committed to working more closely as an ASN team and to ensuring that we improve our engagement with parents across ASN. The group has begun work on a Parent/Carer information day “ASN Fayre” where we will invite a wide variety of colleagues, partners, social work, Resolve, Enquire, Inclusive Solutions, Play Alloa, CALL Scotland and more. We will -

• Set up an ASN Parents Support Group and host an ASN Information Day

• Revamp ASN information on our website

• Offer training from specialist ASN educators for colleagues in nursery, primary & secondary

• Provide mediation and advocacy support to parents

• Revise our staged intervention guidance and develop e-learning for all colleagues

• Improve transitions to, through and beyond education with NHS & social work colleagues

All ASN provisions and schools have been reviewed by an independent consultant specialist in ASL. Individual feedback and action plans have been collated and analysed and development priorities taken forward. This work has shown that three provisions are performing very well, one is doing well and two are needing significant additional support. That support is being provided by an interim DHT for ASD provisions and the SMT are working with the ASN Team Lead on an action plan for extended ASN to bring about improvement. Significant further work is still to be carried out to ensure consistent quality ASN provision across Clackmannanshire.

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Ongoing work in this area include; setting up an ASN Parents Support Group and hosting an information day, revamping the ASN information on the website, and provision of mediation and advocacy support to parents. Children and families’ social work have carried out initial scoping work around models of supporting young care leavers in relation to Housing issues to inform the development of a business case and have established a steering group to drive forward this work. Significant improvement has been made in developing community based support services to maintain young people within their own communities. A successful recruitment campaign has been carried out to recruit more local Foster Carers with the support and involvement of existing Carers. This is being continued this year and to date 3 new Foster Carers have been recruited as a result of this campaign and a further 5 assessments are currently being undertaken. The Family Placement Team has continued to work closely with existing Carers to support them and have a programme of events, activities and training planned throughout the coming year

Summary of key strengths

Work to develop support to Young Carers; Young Carers Statement, guidance

and training across agencies

Introduction of the readiness for learning approach into education with staff

training

Language is Fun together (LIFT) programme leading to improved language

skills and reduction in listening difficulties

Increase in attendance by looked after children (LAC) higher than national

average

Increase in participation in sports activities by LAC young people following joint

work between sports development and Social Services

Successful recruitment of local Foster Carers and work to support existing

carers

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Core Priority 4 All children and young people have skills for life, work and learning Progress has been made in developing a Corporate Parenting Strategy for Clackmannanshire with a Corporate Parenting Plan identifying 5 priority areas. Work has also continued in developing a Champions Board with involvement from young people. There has been an increase in independent advocacy services for young people and development of a participation group which has fed into the developing Corporate Parenting Strategy and Plan. There has also been progress in developing options for pupils within the senior phase in education with an increased range of Foundation Apprenticeships available. Work has continued on the development of the Community Learning and Development plan with a consultation involving the Youth Council. In addition a project has been working on developing parental involvement in the Hillfoots area with lessons being rolled out now. A fuller outline of this work follows. There has been a strong commitment from across statutory services and the Third Sector to develop the Corporate Parenting Strategy. Linked to this a consultation event was held in August 2018 to raise awareness among Corporate Parents of their role and responsibilities. This event included input from local care experienced young people and was attended by 72 delegates including Elected Members and senior council officers as well as representatives from Health, Education, Social Services and the Third sector. Within the developing Corporate Parenting Plan 5 priority areas have been identified and a champion has been identified within the council to take each of these areas forward. Clackmannanshire’s Scottish Attainment Challenge: Following meetings with Scottish Government in Oct/Nov 2017, the Attainment Team carried out a review of 2017-18 programmes. Focussed monitoring, school reviews and evaluations highlighted that some interventions were not achieving their outcomes and impact. We analysed the evidence and decided to stop 2 activities and redesign another. The School Review process confirmed the need to improve the quality of learning and teaching. As a result, the Tapestry Partnership are delivering a bespoke programme for Clackmannanshire schools to improve pedagogy and equity. Uptake of this CLPL evidences that we are responding positively to what educators want. Six Improving Outcomes Principal Teachers are now in post (January 2018). Their focus is on providing school based support, working directly with university partners to support class teachers and children, and planning and delivering high quality professional learning for all practitioners to close the poverty related attainment gap. Each school’s Pupil Equity Fund (PEF) plan has been cross-referenced to the outcomes of the Attainment Challenge to ensure that the process of selecting interventions and approaches contribute to closing the attainment gap between the most and least disadvantaged children. Significant progress has been made in putting in place the foundations for the Champions board and care experiences young people have played a key role in the development of this work. The Leader of the Council is now acting as a corporate parenting champion. Work has been completed in increasing the opportunities for looked after young people to have access to independent advocacy services. A full time advocacy worker is now in place with Who Cares? And they have helped to establish a participation group for care experienced young people called ‘Oor Clacks Voices’. This group has meet with the Chief Social Work Officer and will meet with other decision makers to ensure they play an active role in developing the Corporate Parenting Strategy.

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Developing the Young Workforce (DYW): Education services have carried worked collaboratively with Developing the Young Workforce Forth Valley to increase learning opportunities for pupils with employers. This work has included; interview skills, work placements, world of work insights events and increasing teacher’s knowledge of the current skills demand from employers. There has been an increase in the number of partnerships with employers and a young person has been recruited to sit on the DYW steering group. We have increased our number of partnerships with employers, looked nationally to secure strategic partners e.g. BTOpenreach for Alva Academy and we now have a lead for school DYW development. We have recruited a young person to sit on the DYW steering group to ensure that the voice of young people in Clackmannanshire is heard. The impact of this range of activity is that young people will be able to find out more about their chosen area of career from real life examples and experiences and will be better equipped to apply for and succeed in competitive interviews for jobs in many more areas of employment. Partnership working with schools and employers through the Developing Young Workforce has been increasing, with a range of employers working with schools to help develop employability skills. In May 2017, DYW offered a pilot programme of industry and college placements for teachers. The aims of this programme for teachers were:

• To support teachers to bring the world of work into the classroom.

• To assist teachers in developing an up to date understanding of current industry practice

• To develop an understanding of current further education provision and opportunities

available to young people.

Teachers from Modern Studies, Chemistry, Design and Technology and Home Economics took part in the programme and spent time in Forth Valley College, Hanson concrete, Diageo and Historic Environment Scotland. There are plans to expand this programme to more teachers and faculties and increase business support to prepare young people for work. The Primary Aspirations Programme has been introduced to Primary Schools and aims to encourage P6-P7 children to raise aspirations and encourage pupils to think about what sort of work they may want to do in future. This programme has been successful in 3 primary schools so far and other schools will come on board next session. Career Pathways Framework: Career pathways framework is being developed with a draft produced in December 2017. This will ensure educators in Clackmannanshire have a shared understanding of the importance and relevance of employment skills at all ages and stages. In addition the range of Foundation Apprenticeships available to Senior Phase students has been increased and schools are actively promoting these. Schools are looking at alternatives to National 5 such as National Progression Awards which provide students with alternative programmes of study while receiving the same tariff points. The use of new technologies to develop a virtual school is being trialled which will allow a broader range of qualifications to be offered across all schools.

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Youth Voice and Year of Young People: As part of the work being undertaken in relation to the Year of Young People the Education Service has worked with members of the Youth Council to carry out a “Have Your Say” consultation which fed into the Community Learning and Development Plan. The results of this consultation will help to formulate the manifesto for the Youth Council, feed into the new pupil parliaments at Alva Academy and Alloa Academy, with the already formed Lornshill Academy using their work to develop their roles further. 34 young people are involved with this consultation of their peers and it is expected that over 800 young people will have been consulted with by the end of this process. It is the aim that this work will lead to a Clacks Youth Voice Forum / Network supported by Education and the Youth Council. The network will be a legacy from the Year of Young People along with our digital media champions within the schools and communities. Youth Council members have established regular meetings with the Education Senior management Team which has enabled them to raise and share issues within education and the wider community. One young person said, “Being a part of the Youth Council opened up many new opportunities that I never had. I became a member of the Youth Bank, Youth Cafe, Party Bank and Time Bank.” Work has also been undertaken using the C Cafe model as part of Clackmannanshire’s plan for Family Learning. A new plan has been drawn up to develop models for the delivery of adult and family learning and recruitment of key workers is planned. The Community Learning and Development (CLD) task group has been established to identify key activities and measures for Family Learning. Pupil Parliaments & Youth Bank: CLD supports the establishment and organisation of Pupil Parliaments in all three secondary schools. The Youth Council is also supported to give young people a strong voice in the local community. The Year of Young People legacy will be the Clack Youth Voice which will link the parliaments, the council and a network of other youth groups. Development of Clacks Youth 100 is underway to create a youth citizens panel. The young people involved in the Clacks Youth Bank have been supported in reviewing their application and assessment process. In 2016/17 there was only one successful application. It was identified that there were a number of areas needing to be reviewed due to the lack of successful applications. As a result, a new application form has been developed along with an updated assessment process. This has led to 9 successful applications being made since January 2018. Successful applications contributed to young peoples’ health and wellbeing in the wider community, grants supporting cycling, golf, swimming and gymnastics. English for Speakers of Other Languages (ESOL) & Adult Literacy: Activity to date has seen 39 adult Syrian learners engaged with the integration programme. ESOL has 100% of learners fully engaged in programmes and 54% working towards ESOL National 2, 3 and 4 within college. Successes include 4 learners from the integration programme now holding UK driving licences; 6 taking part in volunteering in their local community and 8 mums and babies attending the summer Mother and Baby Group. Adult literacy has had 55 people provided with 1 to1 support with 25 individuals completing their initial goals. 3 have progressed to employment, one has started college and 3 are involved in volunteering.

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Community Involvement: The Community project in the Alva Cluster centred around schools in the Hillfoots cluster which had a set of specific issues around parental and community involvement. These were identified in a series of interviews with each school, carried out by the project lead from Strathclyde University. The schools identified issues such as - Communication, Volunteering and involving parents in Decision Making as well as Collaborating with the Community. Some 'interventions' were planned – mainly in the form of information sessions and focus groups to address these issues. These looked at engaging parents via Parent Councils, improving communication and avoiding duplication and having clearer procedures for using adult volunteers in schools. Concerns had been identified over the understanding of how ensure appropriate checks were carried out on parental and community volunteers and how best to support them in carrying out their role. A group of volunteers at Muckart Primary School assisted in developing a process for PVG checks and a role description with a ‘do’s and don’ts’ sheet for prospective volunteers to assist them in being aware of responsibilities around confidentiality, and health and safety. These are being tested in another school before being roled out across the cluster. A session was held with 1 Hillfoots school looking at refreshing the aims of the Parent Council linked to the 2006 Parental Involvement Act. This helped to clarify the role and scope of the Parents Council and is planned to be within other schools across the cluster. A trial was designed and tested in Coalsnaughton Primary School using Twitter, hashtags and avoiding duplication of effort when communicating. This work is continuing to look at the most effective forms of communication with parents for specific purposes. Parent Council members said they were clearer about their role in Decision Making and how they can involve the Community more in the life of the school - "I didn't know I could invite people from the local community to be part of the Parent Council". Schools are now working with parents on improving communication to gauge the effectiveness of some communication methods - particularly Twitter and Class Dojo. A set of Volunteer Support materials has been developed in collaboration with a group of volunteers at Muckhart PS. Those are currently being tested by another Hillfoots school and will be offered to all Clackmannanshire schools in due course. "I wish I had had this [a role description] when I started volunteering". Next steps are to continue to work with Hillfoots Schools and plan how to share this work with all schools across Clackmannanshire once the pilot is over. Alternative Pathways/Destinations Approach: This programme supports young people who have left school and are not participating in a positive destination e.g. training, education or employment. In October 2017, 65 school leavers were shown as not being in a positive destination. The information on these young people was analysed and tracked and a Destination Partnership Group comes together to discuss and provide opportunities for these school leavers. The number not in a positive destination has fallen to 43. The Jump Start programme delivered by Community Learning and Development for S4-6 pupils had 21 referrals during the academic year, 6 did not accept an offer on the programme; 4 did not engage; 1 was inappropriate. 10 young people accepted an offer; 3 were supported to return to school; 7 received 1:2:1 key worker support. Of the 7 that participated in the programme; 4 have gone on to college; 3 have gone on to an Activity Agreement; 2 gained a John Muir Award; 1 Gained a Dynamic Youth Award; 3 have started a Youth Achievement Award and will continue this on their activity agreement.

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Young people have increased self confidence, motivation, team working skills, problem solving skills, communication skills and literacy skills The 1:2:1 supported work has proven to increase these young people’s participation and engagement in learning, with positive outcomes for 100% of the young people who have received this level of support. In the 2018 youth survey ‘Have Your Say’ 612 respondents were in the senior phase age group e.g. 15 – 18 years. Of these 454 (74%) stated that they did not feel that school prepared them for life. 383 (63%) were interested in gaining awards/accreditation out with the school environment. We will develop bespoke programmes based on either 1-2-1 support or group work in partnership with the 4 secondary school providers. Partnership agreements will identify our key aims and objectives for the individual programmes. Each programme will have a focus on literacy, numeracy and life skills with opportunities for accreditation. Senior Phase Qualifications & Achievement Awards: The range of Foundation Apprenticeships available to students in Senior Phase has been increased and schools are actively promoting these. We have worked in partnership with Forth Valley College to deliver a Foundation Apprenticeship in Engineering Science at Alva Academy. Other schools will follow suit in the new session. A new school / college partnership has been established to extend the range of partnership delivery. Schools are investigating alternatives to National 5 e.g. National Progression Awards which give students the same tariff points but in an alternative programme of study. A trial is underway of a virtual school set up to identify the possibilities of using technology to enhance the curricular offering in particular at Advanced Higher. This will mean a broader range of qualifications can be accessed by students if they are on offer in any of our schools. The SQA and CLD Team came to our secondary schools and out of school learning teams to provide an update on all the latest options available to our young people. The impact of this work will be to increase the range of learning pathways available to Senior Phase students in Clackmannanshire.

Summary of key strengths

Increase in independent advocacy for young people

Increased range of Foundation Apprenticeships for Senior phase pupils

Community learning and Development plan consultation

Increased provision of adult literacy and support to Syrian refugees

Increased parental involvement pilot in Hillfoots

Work on supporting parental volunteer involvement in schools

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Children's Services Plan 2017/18

(see end for list of abbreviations)

A. Safe Linked Core Priority: All children and young people are safe from harm Code Indicator Lead 15/16 16/17 17/18 Target Status Management Comments

17/18 data is not yet available. The number of child protection referrals fell between 2015/16 and 2016/17. Although the number of

CHC referrals are high the actual number of children on the child CPR 001

Child protection referrals Social Services 238 236 - -

protection register in a 2017 snapshot was 27. A significant amount of work has taken place within social services to review processes and on workforce development with staff. See main report for more information.

- Reported bullying incidents per 1,000 pupils in Primary/Secondary Schools

Education Not available Data on this indicator is not currently available in this format

Code Action Lead Status Progress Due Management Comments

CHC CSP A1a

Implement 2017-18 Strategic Plan for Child Protection Committee including multidisciplinary programme of training

Social Services

31-Mar 2020

See main report for further information on progress under this action. Progress made on the review of guidance and new procedures. Multi-agency training developed and delivered including working with resistance. Audit activity ongoing and the use of short, 7 minute briefings has been developed.

Implement a range of evidence based See main report for information on Clackmannanshire Anti-bullying Strategy. CHC CSP A2a

interventions in schools to provide support to vulnerable families and young people, from early intervention to

Education

31-Mar 2020

Drafted in collaboration with Respectme (national charity), including definitions, support approaches & recording/intervention procedures. Workshops held & more planned and schools currently testing practicalities

intensive support where required and reviewing relevant policies.

Qualitative Success Measure: Awareness Programmes Delivered. See main report for information on E-Safety Partnership initiatives underway.

CHC CSP A3a

Central E-Safety Partnership promotes online safety for children, young people and their parents and carers

E-Safety Partnership

31-Mar 2020

Programmes around anti-bullying, No Knives Better Lives, local crimes and internet-based issues. All 3 secondary schools, support service, FV College and pupils in P7 transitions covered (approx.. 3,000 individuals). Also engagement with around 200 parents/carers in coffee mornings and parents’ evenings, as well as interventions as individual issues arise.

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Qualitative Success Measure: Assessment tools & referral pathways in use.

Ensure that there is early and effective See main report for information on Impact of Parental Substance Use

support in place to identify children and Assessment Tool (IPSU) and Referral Pathways. Assessment tool &

CHC CSP

families affected by substance misuse and to minimise the harm caused by

Alcohol & Drug Partnership

31-Mar 2020

guidance notes developed by multi-agency group, with aim of enabling comprehensive assessment of impact of alcohol and/or drugs on parenting

A4a this. This will include revised

capacity. Development and revision of referral pathways for under 5s and

assessment and referral pathways vulnerable adults who have had contact with the Police but have not been arrested (in addition to Arrest Referral Scheme). Range of workforce

development and training initiatives also ongoing.

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B. Healthy Linked Core Priority: All children and young people grow up healthy, confident and resilient Code Indicator Lead 15/16 16/17 17/18 Target Status Management Comments

SCH Added to Pupil None Changes were made to the pupil survey (based on question set used PSU 002

Pupil Survey - 'I enjoy my life' Education Survey in 17/18

77% (base-line)

by school inspectors) in 17/18, and this positive baseline result will be used to set future targets for this indicator.

SAP Teenage pregnancies under 18 years (3 Though it has improved for 3 years running, rate is higher than most NHS 03b

year average rate per 1,000 females aged 15-17)

FV NHS 34.2 28.9 - 22.3 of western Europe, and the Scottish rate (20.4 in 2016). Also varies within Scotland, with deprivation a closely linked factor.

CHC NHS 014

Still births (rate per 1,000 calendar year)

births, FV NHS 1.8 9.8 - 4.3

Work has been undertaken to support mothers to recognise and act on any change to their baby’s foetal movement patterns. This change can be an indicator of foetal wellbeing. (Scottish average 3.8)

CHC NHS 015

Infant mortalities (rate per 1,000 live births) (calendar year)

FV NHS 5.4 2.0 - 3.2

We piloted the national ‘Baby Box’ initiative to reduce cot deaths by preventing overheating. Improvement linked to all babies born after Aug 2017 receiving a free baby box. (Scottish rate: 3.3).

Reviews gather information on communication, behavioural, social, motor, vision, hearing and physical development. 15/16 result was

CHC NHS 016 & 17

Children meeting expected developmental milestones at 27-30 month health review

FV NHS 74.6% 60.8% - 66.2%

slightly above national average of 72.4% (used as 16/17 target), but both the Clacks and Scotland values reduced significantly in 16/17. Note from Improvement Service: It should be noted that introduction of new domain in 27-30 Month Review has led to an increase in incomplete returns. 16/17 data not directly comparable to previous.

As above, when starting primary school FV NHS Not available – measure to

reviewed in 2018/19 be

Data on this indicator is not currently available in this format

- Children and young people reporting feelings of wellbeing in national surveys

FV NHS Not available – measure to



- Obese children in P1 and S1 FV NHS Not available – measure to



- Children breastfed 8 week review

at the time of their 6-FV NHS

Not available – measure toreviewed in 2018/19

be Data on this indicator is not currently available in this format


The pilot of the Family Nurse Partnership has completed, and following

CHC CSP B1a

Evaluate the Family Nurse Partnership pilot, which currently provides targeted support to address health inequalities in the context of teenage pregnancy

FV NHS

31-Mar 2020

evaluation the programme has been made permanent and expanded. This is to ensure that all referrals can be supported. The programme also works alongside the Clackmannanshire Young Parents Project to support young women within the context of teenage pregnancy.

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CHC CSP B2b

Extend preventative including third sector community organisations

approaches partners and

Third Sector Interface

31-Mar 2020

Qualitative Success Measure: Evidence of innovative approaches & use of resources to target healthy development in children & young people. See main report for information on approaches & Third Sector involvement. Wide range of Third Sector organisations are engaged with Community Planning Partners around many different initiatives.

CHC CSP B2c

Progress actions under the NHS Forth Valley Tobacco Action Plan to reduce children and young people’s exposure to second hand smoke in a range of settings. This includes targeted campaigns to increase smoke free environments.

FV NHS

31-Mar 2020

NHS FV Tobacco Action Plan ended 2018 – Awaiting New Tobacco Action Plan. Not a Favour Campaign delivered through trading standards looks at proxy sales of tobacco and protecting children and young people from exposure to tobacco.

‘Jenny and the Bear’ delivered through the wider Play Mentor programme as multi generational approach to tobacco prevention. ‘Jenny and the Bear’ is a storytelling intervention aimed at positively influencing behaviour change in parents of nursery children in Clackmannanshire and thus protecting children and young people from exposure to second hand smoking or smoking in the home or car.

CHC CSP B3b

Extend opportunities to focus on promoting positive relationships and informed decisions to promote positive sexual health

FV NHS

31-Mar 2020

Work with Health Promotion and Education Officer to promote new national resource for RSHP to Clacks schools. Alloa Academy and feeder primaries participating as pilot site for new RSHP resource. Audit of current RSHP provision in primary sector completed by education and actions from this being agreed. Jane Rough heading multi agency group to develop action plan to address issues affecting young people in Clacks in preventing unplanned teenage pregnancy and supporting young parents ( in line with outcomes from PPYP strategy).

CHC CSP B4a

Continue to support implementation of UNICEF’s Baby Friendly approach across communities, to secure and sustain an improvement in the rates of breastfeeding

FV NHS

31-Mar 2020

Achieved BFI re-accreditation of maternity Services and working towards neonatal BFI accreditation .Community HV services were accredited in December 2017 and due for BFI UNICEF reaccreditation in December 2019. Currently the HV service is on track with their action plan which includes roll out of ‘National Breastfeeding Welcome Scheme’ (currently under development) to businesses, local authority services and wider community services. In addition there will be a rollout of National Breastfeeding Welcome Nursery Scheme (currently under development ) in order to achieve implementation ongoing support and commitment from partners will be required.

CHC CSP B4b

Deliver the workforce plan to recruit and train additional health visitors in line with Scottish Government recommendations

FV NHS

31-Mar 2020

Workforce plan in place. 2019.

Health Visitors expected to be in place in early

C. Achieving Linked Core Priority: All children and young people have skills for life, work and learning Code Indicator Lead 15/16 16/17 17/18 Target Status Management Comments

SCH ATT B3a to f

Average tariff score in SIMD quintile 1 (most deprived)

Education 531 491 - 603 Overall slight increase in attainment gap for across authority between most & least disadvantaged pupils. However this gap reduced at the S3 stage for pupils achieving the Curriculum for Excellence Level in Literacy, indicating an improvement in the attainment of this cohort of pupils. At senior phase, the attainment gap has fallen between the most and least disadvantaged pupils achieving Level 4 & 5 Literacy and Numeracy across the authority. This gap is expected to fall further with the focus on raising the attainment levels of our most disadvantaged pupils. (Targets previous year’s Scottish average,

th ndranked in bottom quartile apart from Quintile 2 – 13 (2 Quartile)).

As above, quintile 2 (2nd most deprived) Education 840 777 - 740

As above, quintile 3 (middle) Education 792 778 - 864

As above, quintile 4 (2nd least deprived) Education 960 880 - 998

As above, quintile 5 (least deprived) Education 1,038 1,006 - 1196

Overall average tariff score - all pupils Education 765 743 - 877

SCH ATT B1a & b

4th year pupils gaining 5+ awards at level 5 or above

Education 52% 52% - 60% Improvement in early Level Literacy & Numeracy, above Scottish

st ndAverage for 2017. At 1 & 2 Level, improvement in Literacy &

rdNumeracy, similar to SA. In 3 Level or above, improvement in both Literacy & Numeracy however remains below SA.

5th year pupils gaining 5+ awards at level 6 or above

Education 26% 22% - 34%

SCH ATD C1a, b & d

Pupil attendance: primary schools Education 94.2% 94.6% 94.2% 95.1%

17/18 data for first 2 from SEEMIS (see * below on LAC). Reviewing strategies for effectiveness in improving attendance. Ranked bottom

thquartile (25 ) for national indicator (pri & sec, SA 93.3%, Clacks 92.9%). LAC consistently strong (target SA, exceeded in all years).

th ndImproved from 18 to 2 in 12/13, within top 3 Councils since.

As above, secondary Education 91.1% 90.3% 90.7% 91.8%

*Pupil attendance – LAC (pri & sec) Education 94.3% 94.0% - 91.0%

SCH EXC C1a, b & d

*Exclusion rate per 1,000 pupils: Primary Education 15.0 19.0 - 15.0 In the national indicator (pri & sec) improved from 48.3 to 29.9 (SA

st rd27.2 to 26.8). Ranking improved from bottom quartile (31 ) to 3

rdquartile (23 ). Similarly to attendance, LAC results consistently strong in comparison to other authorities. Substantial improvement

nd thin 16/17 (SA 80.0), with rank improving from 22 to 5 (top quartile).

*As above, secondary Education 43.0 47.3 - 43.0

*Exclusion rate per 1,000 pupils – LAC (primary & secondary)

Education 123.8 47.0 - 123.8

YTH LVR 01b

School leavers entering positive destinations (currently no data available specifically on Looked After Children)

Education 90.2% 86.9% - 93.7%

16/17 Scottish average is 17/18 target. Rankings has declined for 4 years running, now worst in Scotland, however, the Participation Rate indicator is now considered a more suitable measure.

YTH LVR 02a

Participation Rate – 16-19 year olds participating in employment, education or training

Education 88.2% 89.7% 89.3% 91.1%

Though there was a slight decline overall, there was a higher percentage of participation in Employment (25.6%) compared to previous year (24.7%). 16/17 Scottish average used as 17/18 target.

*Biennial measures from Local Government Benchmarking Framework – next data published will be for 2018/19 (measured locally on a more frequent basis but local data not included here as the methodology used by the Scottish Government is not known in detail, so figures may not be comparable).


CHC CSP C1a

Delivery of the actions linked to the Attainment Challenge: Ensure barriers to learning are identified early and addressed

Education

31-Mar 2020

See main report for information on the Scottish Attainment Challenge in Clackmannanshire and the Pupil Equity Fund. SAC programmes reviewed, and some activities stopped or redesigned, and professional development opportunities provided. Pupil Equity Fund application process amended.

Page 5 of 11

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CHC CSP C1b

Improve children needs

planning and interventions for with specific additional support Education

31-Mar

2020

See main report for information on review and provision. Range of actions already underway or initiatives planned to extend support and interventions.

improvement of ASN complete, and further

CHC CSP C1c

Carers' actions

Strategy in place which includes in respect of young carers

Social Services

31-Mar 2020

An implementation plan has been developed for Young Carers with associated delivery plan with outcomes identified. This was presented Council in June 2018 and approved.

a to

CHC CSP C2a

Increase supports in schools to ensure that children are ready for learning

Education

31-Mar 2020

See main report for information on Readiness differences in this approach from traditional improvements made as a result of interventions.

for Learning, including methods, and details

the of

CHC CSP C3a

Implement targeted programmes e.g. Language is Fun Together (LIFT) programme is delivered to early learning and childcare settings

Education

31-Mar 2020

See main report for information on LIFT Programme involving Speech and Language Therapists (SALT), which has contributed to language skills improving by 130% and listening difficulties falling by over 60%. Interventions and engagement with parents/carers in place.

CHC CSP C4a

A career pathway model from post School is implemented

Primary to Education

31-Mar

2020

Draft Framework produced in Dec-17 and consulted on with stakeholders. Framework will be rolled out to all schools and Early Years establishments. The impact will be that all educators will have shared understanding of the importance and relevance of skills development at all ages and stages.

CHC CSP C4b

An alternative pathway/destinations approach is implemented

Education

31-Mar 2020

See main report for information on implementation of Pathway/Destinations approaches. Jump Start programme positive results and responses to survey results being planned.

Alternative achieving

CHC CSP C4c

A range of senior phase qualifications/achievement awards is offered

Education

31-Mar 2020

See main report for information on Achievement Awards. CLD team engaged and other groups on different awards.

Senior Phase in partnerships

Qualifications & with College, SQA

CHC CSP C4d

Develop partnership employers/Developing the Workforce

with Young Education

31-Mar

2020

See main report for information on Developing the Young Workforce. Various initiatives underway and proving successful in building relationships with employers and better preparing young people for employment.

CHC CSP C4e

Implement Corporate Parenting Strategy and further develop approaches to supporting looked after young people into work placements and training

Social Services

31-Mar 2020

A Corporate Parenting Strategy for Clackmannanshire was approved in December 2018. A steering group has been in place for some time which, having developed the strategy, will now focus on its implementation. Skills Development Scotland & Forth Valley College are active members of Corporate Parenting Steering Group. The group have reviewed current opportunities & plans in Through Care After Care Team with Education Service, Forth Valley College and Skills Development Scotland.

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D. Nurtured Linked Core Priority: All children and young people grow up healthy, confident and resilient Code Action Lead Status Progress Due Management Comments

Provide support to families who most Ccafe part of Family Learning plan, ended Mar-18. New Family Learning in CHC

need it through partnership working and 31-Mar Clackmannanshire (FLIC) plan drawn up as framework to explore models for CSP Education targeted interventions and opportunities 2020 adult & family learning. Key workers being recruited. CLD task group to D1a

for family learning identify activities & measure. Work will go forward once CLD Plan started.

60 young carers supported via groups, 1 to1 & short breaks. Focus group of CHC

31-Mar carers developed Young carer Statement, eligibility criteria & guidance. Work CSP Increase identification of young carers Social Services

2020 on identification ongoing in school assemblies, PSE classes, health spots, D1b

lunch groups, staff meetings & social media to reach 'hidden' young carers.

CHC See main report for information on Learning Together & Psychology of 31-Mar

CSP Targeted parenting programmes Education Parenting Programmes (LTP and PoPP). Programmes successfully 2020

D2a engaging with parents/carers around learning and parenting.

CHC New arrangements will be introduced to See main report for information on Additional Support Needs. Range of 31-Mar

CSP engage with parents of children with Education actions already underway or complete, and further initiatives planned to 2020

D2b disabilities extend support and interventions.

Support food activities with local A number of activities are underway or are being planned to ensure that

organisations and staff to address health children are accessing nutritious food whilst in nursery setting, school and CHC

and economic food issues, particularly 31-Mar during the school holiday periods too. Opportunities to explore community CSP Education those working with vulnerable individuals 2020 based provision through organisations such are Fareshare are also being D2c

and families through provision of small taken forward with partners and third sector organisations.

grants and targeted training

Develop models including core & cluster Qualitative Success Measure: Model in place and young people supported in CHC

approach to extend accommodation 31-Mar Clackmannanshire area. Initial scoping work completed to inform CSP Social Services options & support young people leaving 2020 development of business case. Steering group established. Further analysis D3a

care to return to the local community needed to inform model of delivery and costings.

Recruited new carers in 17-18, being progressed through Panel for approval. CHC

Recruit and retain local foster carers and 31-Mar Further recruitment ongoing including radio appeal. Family Placement Team CSP Social Services supported carers 2020 supporting existing carers through events, activities & training. Existing D3b

carers have been involved in supporting recruitment campaigns.

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E. Active Linked Core Priority: All children and young people grow up healthy, confident and resilient Code Indicator Lead 15/16 16/17 17/18 Target Status Management Comments

SPD EPE 01a

Engagement in Physical Education (minutes per week per secondary pupil)


SPD EPE 01b

Engagement in Physical Education (minutes per week per primary pupil)


Looked after young people participating in activity and sports programmes


Children who report that they physically active

are Education Not available Data on this indicator is not currently available in this format


CHC CSP E1a

Increase opportunities for looked after children and young people to access activities and sports programmes in their local communities

Education

31-Mar 2020

See main report for information on Sports Development programme for Looked After Children. Pilot of summer programme for Looked After Children obtained extremely positive attendance and feedback, and there are plans to extend the programme further in future years.

F. Respected, Responsible and Included Linked Core

Priorities: All

All

children and young

children and young

people grow up healthy, confident and resilient

people have skills for life, work and learning

Code Indicator Lead 15/16 16/17 17/18 Target Status Management Comments

We consistently perform above the Scottish average in this indicator, CHC LAC B3a

Looked After Children being cared for in the community

Social Services 90.6% 89.7% 93.8 90.4%

with this 4.6% improvement likely to move us into the top quartile (final data available 31st March 2019). Efforts continue to be clearly focussed on ensuring that children remain in the community, whenever possible.

Looked After Children with placement in the last year

more than 1

Social

Services Again, this is a key priority for Children's Services, with substantial improvement since 2011/12 when over a quarter of Looked After Children experienced multiple placements. Our ranking improved

18.5% 17.4% 16.1% 21.2%

from 21st place to now being in the top quartile for 2 years, with further improvement shown in 17/18.


Reports on implementation of key actions in the strategy. Corporate

CHC CSP F1a

Implementation of Corporate Parenting Strategy for looked after young people

Social Services

31-Mar 2020

Parenting Steering Group established with all key partners. Event in August 2018 to consult on revised corporate parenting strategy and raise awareness amongst all corporate parents of their role and responsibility. This has been progressed in conjunction with "Oor Clacks Voices", our participation group for care-experienced young people.

Who Cares Advocacy Worker in place. Established group of care-CHC CSP F1b

Extend opportunities for looked after children and young people to meet with and influence decision-makers

Social Services

31-Mar 2020

experienced young people regularly meeting ("Oor Clacks Voices"), with sessions to inform corporate parenting strategy, including Chief Social Work Officer meeting group personally (feedback shared with partners). Aug-18 event for young people to meet and influence decision makers.

CHC CSP F1c

Work with looked after young people to put in place a Champions' Board

Social Services

31-Mar 2020

Champion’s Board in place. Significant progress made in putting in place foundations for Board. Care experienced young people provided input to the development of corporate parenting strategy. Leader of Council now corporate parenting champion.

Evidence of involvement & consultation with children, young people & families when planning changes to services. See main report for information on Pupil Parliaments & Youth Bank. We carried out a survey in 2018 with

CHC CSP F1d

Develop approaches to participation and engagement to put children and young people at the heart of decision-making

Education

31-Mar 2020

1311 (48%) return from secondary school pupils, of these 70% stated that the school listens to their opinions and 51% stated that they acted on their opinion. This survey will be carried out again in 2021 however in the meantime we are developing the Clacks Youth 100 which will engage 100 young people aged 10 - 25 years from across the county and they will have a standard survey to complete quarterly.

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CHC CSP F2a

Increase availability of independent advocacy for children and young people who most need it

Social Services

31-Mar 2020

Full time Who Cares advocacy and participation year contract.

worker in post Jan 2018 on 3

CHC CSP F2b

Increase involvement of children and young meetings

and engagement people in formal Education

31-Mar

2020

See main report for information Many young people engaging participating in surveys.

on Youth Council and Pupil Parliaments. closely in service development and

CHC CSP F3a

Youth include

Voice Network is expanded a wider range of partners

to Education

31-Mar

2020

Qualitative Success Measure: Evidence of positive engagement. See main report for information on Youth Voice & Year of Young People. Many young people engaging closely in service development and participating in surveys.

CHC CSP F3b

Syrian refugee integration resettlement programme is implemented

and fully Education

31-Mar

2020

Education now has full complement of staff with individual learning plans & SQA guidance, learning programmes being developed to meet perceived needs of 37 learners & ensure they meet required levels for college entry. Programme now core business & more learners will go to college in August.

CHC CSP F3c

Strengthen support arrangements for accommodate children and young up to the age of 26

Social Services

31-Mar 2020

We have established Intensive Support Services which include a range of supports to young people leaving care up to the age of 26. We have worked with Skills Development Scotland to develop a joint action plan to support young people with readiness for employment. We also continue to provide volunteering opportunities for young people leaving care.

CHC CSP F4a

More young people and children who offend are offered structured programme work to support change and are supported within Children and Families Services

Social Services

31-Mar 2020

Structured programs of support are available via the Youth Justice team and EEI processes. Evidence of Diversion from prosecution being used by Procurator Fiscal Service with 11 young people being diverted in 2017-18. 5 young people also remitted to Children's Hearing from court.

CHC CSP F5a

Increase the proportion of looked after children and young people living at home in their own communities versus those who are looked after and accommodated away from home Introduce a range of intensive support services across the age ranges, for example, Functional Family Therapy

Social Services

31-Mar 2020

Service redesign – re-balancing care & transformation of children's services is achieving objectives with more children now at home when safe to do so and more children being placed with friends and family in kinship arrangements. Significant reduction in use of out of authority residential care. Spend has now shifted to early intervention, prevention and intensive supports to safely enable as many young people to remain in Clacks at home or in their communities with kin. See main report for more information on intensive support services provided in Clackmannanshire.

CHC CSP F6a

Pilot University and community Cluster

of Strathclyde parental project in the Alva Education

31-Mar

2020

Qualitative Success Measure: Evaluation of pilot. See main report for information on Community Involvement. Many initiatives ensuring that wider communities engaging with activities around children & young people.

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Abbreviations

ACI Adult Child Interactions

ADP Alcohol & Drug Partnership

ASN Additional Support Needs

ATD Attendance

ATT Attainment

BBC British Broadcasting Corporation

BT British Telecom

CALL Communication, Access, Literacy and Learning

CAMHS Child and Adolescent Mental Health Services

CHC Child Care

CLD Community Learning & Development

CLPL Career-long Professional Learning

CPR Child Protection

CSP Children’s Services Plan

DHP Deputy Head Teacher

DYW Developing the Young Workforce

EEI Evaluation of Early and Effective Intervention

EPE Engagement in Physical Education

EPS Educational Psychology Service

ESOL English for Speakers of Other Languages

EXC Exclusions

FV Forth Valley

GIRFEC Getting it Right for Every Child

GOPR Getting Our Priorities Right

IPSU Impact of Parental Substance Use

LAC Looked After Children

LAAC Looked After & Accommodated Children

LiFT Language is Fun Together

LTP Learning Together Programme

LVR Leaver

NHS National Health Service

NME Neurosequential Model in Education

NSPCC National Society for the Prevention of Cruelty to Children

P(S) Primary (School)

PEEP (Not abbreviation – reference to Peeple charity)

PEF Pupil Equity Fund

PoPP Psychology of Positive Parenting

PSE Personal and Social Education

PSU Pupil Survey

PVG Protecting Vulnerable Groups

R4L Readiness for Learning

ROSC Recovery Oriented System of Care

S(S) Secondary (School)

SA Scottish Average

SAC Scottish Attainment Challenge

SALT Speech and Language Therapists

SCH Schools

SCQF Scottish Credit and Qualifications Framework

SEEMIS Scottish Education Management Information System

SMT Senior Management Team

SPD Sports Development

SQA Scottish Qualifications Authority

UK United Kingdom

UNICEF United Nations International Children's Emergency Fund

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