North Lanarkshire Council

From Head of Education (Central)

Email mclaughlingnorthlan.gov.uk Telephone 01236 812269

Executive Summary

The purpose of the report is to inform the Education Committee of proposals for the futuredelivery of community learning and development functions.

Recommendations

The committee is recommended to:

(I) Agree the changed planning and performance monitoring arrangements forCommunity, Learning and Development outcomes.

(ii) Agree the amended line management responsibilities of school/establishmentbased staff.

(iii) Agree to the redesign of the Community Learning and Development Service whichrealigns community based learning and employability and supports the building ofstronger and more resilient communities.

(iv) Officers to bring implementation progress to future committee.

Supporting Documents

Council business planto 2020

Appendix IAppendix 2Appendix 3Appendix 4Appendix 5

• Support all children to realise their full potential• Improve economic opportunities and outcomes• Improve relationships with communities and the

third sector• Improve the health, well− being and care of

communities

CLD Review Report − October 2017CLD programme of visitsCurrent CLD structure chartNew CLD structure chartNew structure chart to support community planning

Agenda item approval noting Ref IB/GMcL Date 30.4.18

1. Background

1.1 In December 2016 Policy and Resources Committee approved the RestructureReport − Phase 2 Education Youth and Communities in which the functions andremits of CLD were placed under the Head of Service Central (Interventionsand Inclusion). At the same time it placed strategic responsibility for the seniorphase of school education, developing the young workforce, employability andcommunity planning within the functions and remit of Head of Service South(Business Planning Projects and Communities).

1.2 This restructure established new arrangements for CLD locality managementaligning the current 6 locality team model to the 3 area model of Support aroundthe School and Community Team (SASCT).

1.3 Community Learning and Development contributes the councils prioritiesspecifically − improved economic opportunities and outcomes; supporting allchildren to realise their full potential; improving the health, well− being andcare of communities and improving relationships with communities and thethird sector. Performance on impact of Community Learning andDevelopment is subject of annual reporting to the Education committee

2. Report

2.1 Purpose, policy and legislative context

The role of community learning and development is to empower individuals,groups and communities. Learning opportunities are offered in a variety ofways: through group work, informal learning, one to one sessions andengagement through a broad range of activities. It is structured around 3 mainfunctions of community based adult learning, community capacitybuilding and youth work. Delivered from 6 locality based teams, theservice operates across the authority linking directly to other servicesand partners at both strategic and locality levels.

2.2 The Education (Scotland) Act 2015 refers to a duty to secure 'adequate' and'sufficient' provision. The Community Learning and Development (Scotland)Regulations 2013 require the Education authority to maintain and facilitate aprocess of assessing needs and priorities for CLO, identify whether these arebeing met, and publish a plan every three years detailing what the council andkey partners are doing to provide CLD. In accordance with regulations, thecontext of the CLD service is set with North Lanarkshire CommunityLearning and Development Partnership Strategy 2015− 2018 (CLD Plan).

2.3 A number of national strategies and policies guide and influencecommunity learning and development practice and service delivery,including

Adult Learning in Scotland Statement of Ambition (2014);0 Adult Literacies in Scotland 2020 (2010);

• Getting it Right for Every Child (2010 onwards);• National Youth Work Strategy: Our Ambitions for Improving the Life

Chances of Young People in Scotland (2014);• Education Working For All Commission for Developing Scotland's

Young Workforce (2014);• Adult ESOL Strategy for Scotland (2007); and• Welcoming Our Learners: Scotland's ESOL Strategy 2015−2020

(2015).

3 Review of Community Learning and Development Functions

As a consequence of Restructure Phase 2 in December 2016, the Assistant ChiefExecutive instructed that a review of all of the functions within CommunityLearning and Development be carried out by the Head of Service (Interventionsand Inclusion). (Appendix 1)

The scope of the review as determined by the Head of Service Central(Interventions and Inclusion) outlined the key driversas:−•

the need to challenge ourselves, review why a service exists and operatesin the way that it does, and whether it delivers the ambitions for NorthLanarkshire Council.

• Critical importance of improving outcomes, integrating service delivery,identifying opportunities for proactive and innovative solutions, against abackdrop of best value.

• Ensure that the delivery of Community Learning and Development (CLD)activities are within the context of key strategic policy drivers.

• Focus on CLD key strengths, areas for development and opportunities forimprovement, whilst having cognisance of the current financial pressureson the Council.

3.1 The leadership team within EYC agreed an approach for carrying out the review.Principally, a review team would be established and would use triangulatedapproach to gather evidence:

• Review of data• Observation of service delivery• People's views

3.2 A review team, led by the Head of Service, was drawn from a range of colleaguesfrom across Educations Youth and Communities. The team comprised of:

• a head teacher;• a continuous improvement officer;• the employability manager and the• principal officer for Interventions and Inclusion.

3.3 In developing the approach to the review 9 distinct steps were identified. Steps1−3 rational and team membership. Steps 4− 5 current and future service deliverymodels. Steps 6−7 considerations and stakeholder engagement. Steps 8−9 createreview findings and report. During these steps the following review methodsdeployed:−

During the triangulated review the following methods were deployed:

1. Service manager and strategic leads interviews;2. Reviewing a range of data sources and3. Observation visits.

3.4 The scope of the review included areas of service delivery as detailed below(Appendix 2).

Youth work including:

• Community based youth work• Youth Engagement and Participation• Learning and Employability hubs

Community based Adult Learning including:

• English for Speakers of other Languages (ESOL)• Parental support• Family Learning• Work with older adults

Community capacity building including:

• Support local groups, voluntary organisations,• Training and support to volunteers• Grant funding to community and voluntary organisations

Work in schools and centres including parental support, transition and early yearscollaborative interventions, partnership working, the voluntary sector and the roleof the CLD Partnership were also considered during the review.

3.5 During steps 1−8 the review team:

1. Clarify why CLD needs to be reviewed.− Define the aim and objectives of the review.

2. Establish the review team.3. Develop a service model for future delivery.4. Define the current service model.

− Establish the resources currently utilised5. Compare the current service against recommendations for improvement.6. Discussion with stakeholders.7. Areas for consideration.8. Create a report which includes review findings based on strengths, areas for

improvement and recommendations.

3.6 Steps 1−7 information gathering − the team expanded to include a trade unionrepresentative as well as senior members of Community Learning andDevelopment to be appraise the key findings prior to submission of the report tothe Senior Leadership Team.

3.7 The review team found that the strengths in the service lay principally in theprofessionalism, culture and value base of CLD employees with a clear focus onmeeting learner needs. Areas of improvement lay in the need to fully embedcommunity learning and development functions to meet the aspirations of thestructured Education Youth and Communities Service and, in particular, theSupport Around the School and Communities teams (SASCT).

Service Strengths:

Passionate, committed and enthusiastic staff who have positive, supportiverelationships with learners and groups. This was also highlighted by EducationScotland during their recent inspection of CLD.

Provision of a caring, nurturing, non−threatening environment for service users,within our communities, which impacts on attainment and achievement, healthpromotion including Mental Health, Training and Employability, ActiveCitizenship, Literacy and Numeracy including ESOL and HWB.

Very good engagement with young people, adults and families from challengingand complex backgrounds who are at risk of exclusion.

Proven track record of attracting non−core funding for service delivery.

Areas for Service Improvement:

The current service model supports silo working and a rigid culture ofaccountability which results in incoherence between operational and strategicdirection leading to tensions around priorities and service delivery.

Clarity and shared vision in relation to the direction of the CLD service.

The balance from performance activity to a focus on outcome and planning.

Inconsistency of quality across the service in relation to Youth Work, AdultLearning and Community capacity building.

All CLD workers including sessional workers should have consistent andappropriate CPD opportunities.

Schools and Early Learning and Child Care centres should report on the work ofCLD in their school improvement plans and/or their school improvement reports.

3.8 The review group concluded that there are a number of themes which link directlyto the vision for Education Youth and Communities which are essential to astrategic, longer−term approach as set out in the Future Organisational Ambitionsapproved at Policy and Resources in January 2018. These include:

• sustaining the individual in the community• enabling self−help and close support• early intervention• integrated service provision focused on the individual

3.9 In concluding the review, the review group recommend the following:

Work directed by the Head of Service (Central) − (Appendix 4)

a. Strengthen the delivery of CLD outcomes to ensure synergies to ensure weare raising attainment, closing the gap and meeting the needs of the mostvulnerable through:• Youth work, family learning and other early intervention work with

children, young people and families• volunteering• Learning support and guidance in the community.

Work directed by the Head of Service (South) − (Appendix 5)

a. In delivering CLD outcomes it is desirable to integrate approaches tocommunity capacity building activity to ensure no duplication of effort,guarantee better targeted resources and outcomes through:

• Community development (building the capacity of communities to meettheir own needs, engaging with and influencing decision makers)

• Community−based adult learning, including adult literacies and Englishfor speakers of other languages (ESOL) with a focus on training andemployability

• Learning for vulnerable and disadvantaged groups in the community, forexample, people with disabilities, care leavers or offenders

3.10 The CLD review report was presented to Education, Youth and CommunitiesSenior Management Team and then agreed at a Core Management Teammeeting.

4 A new delivery of Community, Learning & Development outcomes in NorthLanarkshire Council:

4.1 Planning and Performance monitoring for CLD outcomes

4.1.1 Planning

The Education, Youth and Communities fully supports the CLD (ScotlandRegulation2013) 'to secure adequate and sufficient provision'.

The current planning and performance arrangements should be improved andfully integrated into other planning arenas. In particular where we have a legalduty. The Community Empowerment Act, the Fairer Scotland Duty and theChildren and Young People Scotland Act along with the Council's Business Planuntil 2020 should inform the arrangements for CLD Partnership Planning goingforward.

Currently the CLD Partnership Strategy and the NLP Working with Young PeopleStrategy are produced every 4 years. Both Strategies expire during 2018. Thiscreates an opportunity to integrate the CLD Partnership planning priorities andthe 6 locality action plans into the North Lanarkshire Local Outcome ImprovementPlans, specifically around Community Matters and Locality Planning.

The Working with Young People Strategy should be integrated into thearrangements for The Children's Services Plan. This will:

• avoid duplication of resources• cut down the number of planning structures and• support greater integration between Community Planning and planning

for CLD, moving away from CLD having separate arrangements.

This will also assist the Council's Partners to support attendance at meetings byreducing the number of Plans and Partnerships. Furthermore this approach willput the arrangements for CLD approaches and interventions at the centre of keypolicies and plans, going beyond the Regulation for CLD 2013 requirements.

4.1.2 Performance

Whilst CLD has a systematic approach to gathering data every quarter, againsta wide ranging set of indicators too much time is given to collecting performancedata with little time given to analysing the data or using the data to plan forimprovements.

Each locality has performance targets, an example of an indicator is the numberof registered participants on Youth Accredited Learning Awards. The informationis gathered in relation to the numbers participating in and the awards gained,however there is no commentary or challenge and improvement planning toascertain how well the Service or Localities are performing. Recent performancefigures for Youth Accredited Learning in CLD could be improved significantly,given the level of resource and the current number of staff.

Only 36 young people gained a Youth Achievement Award during the period2017118, with 3 localities having no young people gaining this award, whichshould be part of the OLD learning offer to young people.

Of the 4795 Adults aged 16 years plus who enrolled in OLD programmes only713 gained a SQA award. Significant improvements are required in ensuring thatlearners gain awards and qualifications as part of their OLD programme. Withother awards such as the North Lanarkshire Challenge award, CoatbridgeLocality supported 168 young people through this award, the rest of the localitiesdid not fare so well, with Airdrie the next highest at 60 young people and Wishawat 22 young people during the period 2017/18.

Moving forward, greater analyses is required to take place regarding why suchdiscrepancies have occurred across localities. Greater integration and planningfor improvement going forward will address key performance issues.

The number of Young people gaining a Duke of Edinburgh Award is improvingacross the Council, however this is due to the increase in the number of schoolsand teachers who are delivering the Award.

Integrating the approach that is used across schools regarding improvementplanning will be extended to OLD activity and interventions going forward.

Aligning functions across Head of Service (Central) Interventions and Inclusionand Head of Service (South) Business Planning, Projects and Communities willenhance clarity in the direction for CLD services across areasof:−a.

Young people and families with universal and targeted work sitting within theresponsibility of Head of Service (Central) Interventions and Inclusion, and

b. Communities with community based learning; learning and employabilityhubs; community capacity building and administration of grants programmessitting within the responsibility for the Head of Service (South) BusinessPlanning, Projects and Communities.

Further realignment of specific CLD post types (Appendix 3) within EducationYouth and Communities will assist in the development of a service model forfuture delivery. (Appendix 4)

4.2 Line Management Responsibility of School/Establishment Based Staff

4.2.1 Home School Partnership Officers

We currently have 23 HSPO's officers who are jointly managed by the HT/DHTof the secondary school where the HSPO is located and the Locality CLD SeniorWorker.

The joint management arrangements of these posts can create confusion,difficulties and duplication of work. Moving forward, transferring the HSPO to situnder the school management arrangements will minimise this dupl[cation andreduce the amount of management time required to manage HSPO's.

However, it is crucial that engaging with young people both in and out of schoolis maintained. As part of these transition arrangements, schools will be asked tocomplete a partnership document and ensure that the school development plantake account of the CLD approach and the added value the HSPO contributes toimproving outcomes for young people. Scrutiny of this arrangement will form partof the school improvement visits. Strategic support of the practice will beintegrated into the CIO for Developing the Young Workforce, who will also linkwith CLD and other partners in relation to SASCT.

4.2.2 Home Link Workers CLD

We currently have 7.5 CLD home link workers who are lined managed by seniorCLD practitioners. These home link workers would be transferred to EarlyLearning and Childcare with line management responsibilities carried out byHeads of Centres with strategic direction and support being provided by centralstaff from Education, Youth and Communities. This will allow for greater synergyas well as targeting families who will benefit the most from their interventions inparticular by supporting parents/carers to help their child to achieve theirdevelopmental milestones. Furthermore, this approach will support theimplementation of the expansion of the Early Learning and Childcare StrategicPlan.

4.3 Aligning community based learning and employability hubs withemployment services

4.3.1 Links to Employability

The Community Learning and Development hubs have in been in their newformat since August 2016 and are now split into the Curricular Planning areas ofCentral, North and South. Each of the hubs are supported by 2 CommunityLearning and Development Workers (NLCI 1), Adult Literacy and NumeracyWorker (NLC12) and a Support Worker (NLC7).

All posts are funded through ESF funding with staff committed 100% of their timeto ESF delivery. The hub caters for 16−19 year olds on Activity agreements and20−29 year olds who require additional literacy and numeracy support to improvetheir prospects in relation to training and employment. The hubs have been verysuccessful in engaging young people and adults who have experienced multiplecomplex barriers. However, given the level of resource dedicated to this agendaand the delivery and the support of delivery partners including Routes to Workthe participation figures and the number of young people moving onto a positivedestination could be significantly improved. 66 young people who attended thehubs moved onto a positive destination during 2017/18.

It is important that we maintain continue approach to engaging young people intothe hubs and adults who require literacy and numeracy support to access trainingand employment. However by aligning this work to the overall EmployabilityStrategy under North Lanarkshire's Working would result in a more cohesive andjoined up approach to supporting more young people and adults into a positivedestination. Currently over the Council we have approximate 200, 16−18 yearsold who enter a negative destination each year.

4.3.2 Employability & Learning Hubs

The transition of employability services into Education, Youth & Communities in2016 offered an opportunity to increase linkages with Hubs and this hasoccurred. However, further opportunities should be considered in terms ofco−ordinating

provision, removing duplication and the financial sustainability of theHubs. The opportunity exists to integrate the Hubs and Employability Servicesinto a single delivery mechanism that removes any remaining barriers tosupporting this group of young people by capitalising on the strengths of existingstaff and integrating appropriate employability support into the Hubs:

a. Closer links to local businesses which can offer work placements, training oremployment opportunities suitable for Hubs clients can be developed whilealso allowing existing staff to continue the personal development work theydeliver to young people. While employability services offers an all ageservice it remains the case that supporting vulnerable young people into thelabour market is one our key aims given the social cost of not prioritising thisgroup.

b. There are strengths that employability services has in terms of achieving• targets, outcomes and financial accountability that could be allied with the

holistic approach of Hubs staff in terms of raising the aspirations andambitions for our young people. It would also mean that from the momentyoung people are identified a wider range of options is made immediatelyavailable as this ties up provision.

c. The integration of the service offers an opportunity to present to externalfunders a single resource that links to schools and to the labour market forsome of our most vulnerable young people. In terms of future fundingopportunities, including EU funds and successor funds, this will increase thesustainability of the service. Lastly, given the historic and current relianceof Hubs provision on external funding directly tied to employability it ensuresthat this funding is targeted where required by the funder and the Council.

The Hubs have been part of the direct delivery network for EU funds related toemployability since the previous programme. There is a recognition that theyoung people who attend the Hubs are exactly the type of young people whoshould be targeted with support that directs them towards training, furthereducation or employment. The benefits of attending a Hub, whether increasingconfidence, digital skills, volunteer activities etc. are all directly related to futureemployability.

4.4 Building Stronger and Resilient Communities

4.4.1 Building Stronger and resilient communities is a key priority for the Council andPartners. Key aspects of this work in North Lanarkshire has been delivered byCLD and includes;

Grant support to Voluntary groups and Organisations, including VanL, Trainingand support to developing the capacity of local groups to run their own provision.

The Phase 2 restructure of the council transferred the role of CommunityPlanning Partnership to EYC. The Community Partnership Managers support theLAP'S, Local Development Fund, Community Safety and Asset Transferrequests. Bringing this work together will again avoid duplication, resulting in amore efficient delivery model. It will also assist the Council to take forward keyprojects including the roll out of Participatory Budgeting.

4.4.2 Given the challenges posed by the Community Empowerment Act 2015 and theNLP Local Outcome Improvement Plan (LOIP) as the strategic framework forCommunity Planning there will be a significant demand for community learningand development (community capacity building) practice to deliver engagementand capacity building to ensure the delivery of statutory outcomes forcommunities against the strategic priorities contained within the LOIP,particularly the Resilient Communities theme. This will be in relation to theduties linked to building relationships with and supporting our communities toparticipate as key partners in decisions that are important to them.

Strategically directed and operationally focussed deployment of the CLDcapacity building team will be essential in a number of areas if the Council is tomeet its statutory duties under the terms of the Community Empowerment Act2015 in the following areas.

4.4.3 Development of community engagement and capacity building activities alongwith partners and the Third Sector in identified priority areas across the 7localities in North Lanarkshire. This will be aligned to the 'Community Matters'Partnerships (LAPs) and the Local Area Teams to ensure that there are clearand accessible opportunities for communities to participate in partnershipdecision making in a way that is appropriate to them.

A programme of branded 'Community Matter's' activity will be developedproviding a range of opportunities for participation (social media, communityevents, etc) to inform discussion at the LAP around issues of relevance tocommunities:

a. Locality Planning must ensure targeted partnership intervention tocommunities suffering from inequality and deprivation to enable localpeople who are less likely to engage using the 'normal' routes or the wider'Community Matters' process to participate in decision making aboutthings that affect them, for example, local service delivery/improvement,community safety and community development. This approach will bebased on the capacity building team engaging with communities at a levelthat is appropriate to their current need and aspirations working towardsimproving longer term outcomes for that community. Interventions will betargeted based on effective data smart needs analysis.

b. Assist in the delivery of an approach to Participatory Budgeting (PB) againaligned to Community Matters. This will include the ability to support andenable local people to participate in the decision making process for localspending priorities against defined public budgets. The capacity buildingteam are key to the success of the significant financial commitment made bythe Council.

c. Identify opportunities in priority communities to direct local people into otherareas of CLD activity, ie, Youth Work and Adult Learning

d. Support local groups to proactively and effectively participate in CommunityAsset Transfer and Participation Requests under the terms of the CommunityEmpowerment Act 2015 from initial engagement to capacity building (tosupport groups to meet aspirations and engage in process) and deliverywhere request is being pursued. This will be a long term commitment as theprocess is governed by statutory guidance.

5 Redesign of Community Learning and Development Service

5.1 Future provision will focus on those families and individuals who are most at riskand experience barriers in their ability to support their children's learning thoughnursery and primary stages. Future services to young people will at a localitylevel be designed and delivered to meet the needs of the most vulnerable.Strategically, the service will continue to drive the strategy for young people, andencourage youth participation and engagement.

5.2 The services delivered by the CLD part time frontline workforce is a major part ofCLD, this group of staff provide programmes and groups in communities acrossthe council, in the main in our most disadvantaged communities, at key timesincluding holiday periods, evenings and weekends. CLD has been extremelyproactive in dealing with the complex and challenging contractual arrangementsfor this group staff. However there now needs to be an increased focus on theconsistency of approach, quality improvement and greater opportunities toinclude accreditation into the provision. Resulting in an improved learning offerfor individuals as well as improving wider achievement across the provision. Thisnew approach will be underpinned by greater scrutiny and financial managementacross the service. Opportunities to attract additional funding for this work will

form part of the new approach, with closer alignment of the practice to key policydrivers including closing the poverty related attainment gap.

5.3 From the recent CLD inspection (June 2017), Education Scotland found thefollowing key strengths of CLD in North Lanarkshire Council:

• Strong shared ethos and values across partners which increases CLDcapacity.

• Experienced, skilled and responsive staff and volunteers who use networksvery effectively to improve provision.

• Very high quality support to learners and communities that is improvingoutcomes.

• Well targeted activities having positive life changing impacts.

We will continue to grow and further develop these strengths through this newapproach to community learning and development.

5.4 During the review process and the budget consultation in January 2018 we knowthat our communities value Community, Learning and Development, particularlythe work around:

• Support for Vulnerable People• Support for Youth Work• Building Capacity• Community Empowerment

5.5 The new approach detailed in this report, will retain the services and theinterventions of CLD which are important to communities, adults and youngpeople. Greater synergies across EYC, as well as an increased focus onimprovement and better use of resources, will enhance the impact CLD has oncommunities and individuals.

5.6 Future service delivery will move CLD from a discrete service to a new approachwhere key aspect are embedded in Education, Youth and communities to supportKey council plans and priorities. (Appendices 4 and 5)

6 Implications

6.1 Financial Impact

Streamlining, realigning and targeting resources has the potential to save thecouncil £1 .767m

The current running costs for Community Learning and Development are:

Payments to Other Bodies 1,559Capital Financing Costs 42Other Costs 195Income −1,450

TOTAL 9,167

At the Policy and Resources Committee meeting on 17 January 2018, thecommittee approved the Organisation Review Phase 3, which resulted inadjustments to CLD management and support functions. This achieved areduction in CLD operating costs by £500,000. The proposals outlined in section2b above creates opportunities for further efficiencies and minimises the impacton front line service delivery.

Budget Reductions

Moving to a more integrated approach across EYC of community learning anddevelopment will not only result in improvements by establishing in planning andperformance arrangements for CLD activity it will help reduce the overall servicecosts particularly in relation to operational management costs.

Overtime

CLD have an allocated budget of £17,000 for overtime payments. The overtimepayments to staff is in excess of the allocated budget and is unsustainable. TheHead of Service (Central) has instructed a review to ensure more effective use ofdigitalisation in line with council policy.

ICT Spend

While ICT spend is in line with budget allocation over the last 3 years theservice believes this is an area that needs to be closer monitored. Through theDigital inclusion Strategy and the overall approach EYC has for the continuedupgrade of ICT across the service, CLD staff and learners will be included inservice developments. The EYC will also continue to rationalise officearrangements and ICT learning suites to ensure a more cost effective approachto the upgrading of ICT.

Area 2015/16 2016/17 2017/18 TotalBudget 21,856 21,856 21,856 65,568Hardware 26,377 14,354 19,642 60,373Total −4,521 7,502 2,214 5,195

Sessional Staff

This budget comprises of a mix of NLC3 and NLC7 workers. The budget iscontinually regarded as an operational budget with a FTE having been appliedagainst it. Savings have been applied reducing the budget over recent years.

Area 2015/16 2016/17 2017/18 TotalI Budget 1397,063 302,781 302,781 605,562

Spend N/A 566,829 404,501 971,330Total −264,048 −109,211 −365,768

Discussions first took place in 2015/16 re the potential overspend in this area.Clarification was sought from CLD rehgarding their staff database compared toactual payments however due to various reasons this information was neverreceived to allow the exercise to be completed.

In 2016/17 CLD liaised with Personnel to start addressing this area as it hadbecome apparent that staff had been overpaid over several years. All historicsurplus posts have now been stopped however the exercise re reclaimingoverpayments have not yet been finalised.

CLD Support Worker Database

Locality NLC3 NLC3 NLC7 NLC7FTE £ FTE £

Airdrie 1.99 36,882 2.98 75,189BelIshill 0.91 20,475 2.76 59,466Coatbridge 1.12 24,213 1.90 59,680HQ 0 0 0.29 9,072Motherwell 0.87 19,459 1.86 56,923North 1.29 26,035 1.62 36,964Wishaw 0.61 8,491 2.36 49,045Total 6.79 135,555 13.77 346,339

The sessional staffing budget for 2017/18 is £302,781 against a potential spendof £481,894, as per above table. The above table is based on actual postholders employed plus known 3.05FTE vacancies.

6.2 HR/Policy/Legislative Impact

Posts requiring realignment/transfer will be carried out in line with currentcouncil HR policies.

6.3 Environmental Impact

n/a

6.4 Risk Impact

Community Learning and Development has been a distinct service deliveryarea since 1999. Since then it has been subject of numerous reconfigurationsrequired to address budget reductions. Access to external funding has andcontinues to be central to CLD delivering the breadth and range of services toNorth Lanarkshire communities. Uncertainty in funding sources such asEuropean, Early Years, Pupil Equity Fund and Scottish Attainment Challengeremain an issue going forward.

7. Measures of success

7.1 An improved and integrated approach to CLD that supports key council plans andpriorities ensuring clarity in relation to the direction of CLD services.

7.2 Developing a sustainable affordable delivery model which supports frontlinedelivery in relation to young people, adults and communities.

z = . ,

Gerard McLaughlinHead of Service (Central)

Appendix 1

Education, Youthand Communities

CLD Review Report

October 2017

Background Information

As a Council, we need to challenge ourselves, review why a service exists and operates in the waythat it does, and whether it delivers the ambitions for North Lanarkshire Council. This is criticallyimportant in terms of improving outcomes, integrating service delivery, identifying opportunities forproactive and innovative solutions, against a backdrop of best value

Therefore, we must ensure that the delivery of Community Learning and Development (CLD)activities are within the context of key strategic policy drivers.

To achieve this, the Assistant Chief Executive has instructed a review of CLD in relation to keystrengths, areas for development and opportunities for improvement, whilst taking cognisance ofthe current financial pressures on the Council.

Scope of the review

CLD currently provides a range of interventions including:

• Community based youth work including Youth Engagement and Participation

• Community based Learning and Employability hubs

• Community based Adult Learning

• English for Speakers of other Languages (ESOL)

• Parental support

• Family Learning

• Work with older adults

• Community capacity building to support local groups , voluntary organisations,training and support to volunteers

• Work in schools and centres including parental support, transition and early yearscollaborative interventions

• Partnership working including schools, the voluntary sector and the role of the CLDPartnership.

• Grant funding to community and voluntary organisations

The CLD Review Process

The CLD review followed nine key steps as outlined below.

1. Clarify why CID needs to be reviewed.

1.1 Define the aim and objectives of the review.

2. Establish the review team.

3. Develop a service model for future delivery

4. Define the current service model.

4.1 Establish the resources currently utilised.

5. Compare the current service against recommendations for improvement

6. Discussion with stakeholders

7. Areas for consideration

8. Create a report which includes review findings based on strengths, areas for improvementand recommendations

9. Prepare outcomes/report for the Education Committee

The main focus for this discussion at stage 7 was:

Where are we now?

The CLD review team considered the following using the HGIOCLD challenge questions:

• Analysis of the CLD's strengths and areas for development

• Identification of how well CLD meets the needs of our communities, schools and centres?

• Identification of how effective the partnership is between CLD and Education, Youth andCommunities (EYC)

The review team:

The review team was composed of officers from a range of disciplines who could ask a range ofchallenge questions without bias.

At the fact finding stage the review members were:

Gerard McLaughlin − Head of Service (Central)

Martin Anderson − Head Teacher − Airdrie Academy

Jim Beers − Continuous Improvement Officer

Paul Kane − Employability Manager

Anne Reid − Principal Officer Interventions and Inclusion

The full review group included the above plus

Barbara Philliben − Community Learning and Inclusion Manager

Liz Fergus − Community Learning Development Strategic Manager

David Young − Community Learning Development Strategic Manager

Marie Q.uigley — UNISON representative

Methodology

During the review, team members used the following approaches:

Meeting with the CID Service Manager and Strategic Leads

Reviewing a range of data sources:

• Requirements for CLD (Scotland Regulations 2013)

• August 2017 Inspection Report• Record of Inspection Findings

• Performance data

• Performance reports• CLD Strategy and associated plans

• Annual Plan for Education

• School and centres Improvement Plans

• Education Scotland briefings on CLD

• CLD Inspection reports Sept 16—June 17

• Delivery models across other councils

In addition, a week long programme of CLD visits (appendix .1 illustrates the variety of visits thereview team were involved in) which covered the 3 key priorities for CLD took place week beginningMonday 2 nd October 2017 through to Friday 6th October 2017. This allowed the team to observecurrent practice and meet with learners, frontline staff, operational managers and CLD stakeholders.

Nature and Purpose of CLD

The role of community learning and development is to empower individuals, groups andcommunities. Learning opportunities are offered in a variety of ways: through group work, informallearning, one−on−one sessions and engagement through a broad range of activities. This makeslearning accessible for everyone.

In 2012, the Scottish Government published new Strategic Guidance for Community Learning andDevelopment. This states that "CLD should empower people, individually and collectively, to makepositive changes in their lives and their communities, through learning". All partners "should aim todeliver CLD outcomes through:

• Community development (building the capacity of communities to meet their own needs,engaging with and influencing decision makers)

• Youth work, family learning and other early intervention work with children, young peopleand families

• Community−based adult learning, including adult literacies and English for speakers of otherlanguages (ESOL)

• volunteer development• Learning for vulnerable and disadvantaged groups in the community, for example, people

with disabilities, care leavers or offendersLearning support and guidance in the community"

The Guidance draws special attention to the focus of CLD on prevention. "CLD practitioners prioritisepreventative measures, work to reduce inequality and target the underlying causes ofinter−generational

deprivation and low aspiration."

In 2013 the Scottish Parliament enacted The Requirements for Community Learning andDevelopment (Scotland) Regulations, the first ever Scottish legislation giving explicit recognition toCLD. These regulations require each local authority in Scotland to "maintain and facilitate a process"of assessing needs and priorities for CLD, identify whether these are being met, and publish a planevery three years detailing what the council and key partners are doing to provide CLD.

Community Learning and Development (CLD) provides skilled and organised learning and socialdevelopment work with individuals and groups in their communities. It can include a variety ofspecialist approaches, with a particular focus on:

• Learning for adults.

• Learning for young people.

• Building community capacity.

Current Service Delivery

CLD services offer a range of universal and targeted work with young people, adults andcommunities with a particular emphasis placed on engagement with vulnerable people living in thelowest 20% SIMD data zones.

Adult learning programmes

Adult learning programmes directly contribute to the Council's Business Plan priorities.The service delivers a range of Scottish Qualifications Authority (SQA) accredited learning

programmes, including core skills in IT, communications, numeracy, working with others,problem solving and ESOL, all of which contribute to the performance measure: Number oflearners achieving nationally recognised qualifications. During 2016/17, 466 learnersachieved 890 SQA certificates.

During 2016/17, set against a target of 4720, 4812 adults, aged 16 and above, enrolled inCLD programmes. Of those learners, 49.3% (target 45%) lived withinthe 20% mostdeprived areas in North Lanarkshire.

In addition to formal accredited learning courses, services are offered to enable learners toset and achieve their own learning goals. In complementing the drive to improve literacyand numeracy in our schools, Adult Learning programmes supported adults (16+) andparents/carers to improve their own literacy and numeracy. In 2016/17, 665 participantswere engaged with ALN programmes with 3586 learning outcomes achieved against atarget of 3000. Adult Learning played a critical role in the Syrian Resettlement Schemewith a significant focus on the provision of English as a Second or Other Language (ESOL)learning programmes. During the year the service responded to the needs of 505 learners,providing English for speakers of other languages (ESOL) and in so doing supported themto achieve 1367 learning outcomes against a target of 910. In 2016/17, a total of 1824learners achieved non−formal learning certificates, a reduction of 317 from 2015/16. Thisplanned reduction was a result of a greater focus on accredited learning opportunities.

Youth work programmes

Community Learning and Development teams work with a range of young people includingyoung carers; young people with additional support needs and, young people who arelooked after and accommodated by supporting the delivery of the curriculum in secondaryschools and across local communities throughout North Lanarkshire . This is carried outthrough working directly with the young people as partners in learning, on a voluntary basis,building on where the young person is at in terms of their personal, social and emotionaldevelopment.

The delivery of youth work services is based on a hybrid model of universal and targetedprovision. Particular emphasis is placed on engaging with vulnerable young people living in thelowest 20% SIMD data zones and those who face other forms of disadvantage and are furtheraway from reaching their potential. The provision includes community based youth groups,work with schools, diversionary work (summer schemes, issue based groups which look atsingle or multiple issues including for example; sexual health, keeping safe and managing risktaking behaviour) and youth engagement through a well−developed youth engagement andparticipation infrastructure which includes 6 local youth forums, a council wide youth forumand 9 MSYPs.

In keeping with the adult learning approach a target wasestablished for 2016/17 tomeasure performance within the lowest 20% SIMD data zones of those young people aged

under 16 years and engaged in CLD provision 42.37% lived within the 20% most deprivedareas in North Lanarkshire.

Underpinning the provision is a clear emphasis on supporting and recognising the skills andknowledge that young people gain as a result of their participation through a range of widerachievement awards including; Youth Achievement, Dynamic Youth, North LanarkshireChallenge, Saltire and Duke of Edinburgh's Awards.

During 2016/17 3571 children and young people aged 8− 15 used the services of CLD. 303Duke of Edinburgh's Awards were presented (Bronze 210, Silver 85 and Gold 8) against atarget number of 230. In total 1228 young people achieved a youth accredited learning awardduring the year 2016/17. (NB. 16−25 year olds are reflected in the Adult Learning figures).

Community Capacity Building

Building community capacity is one of the 3 key priorities for CLD. Through effective communityengagement and building the capacity of communities, community members can respond to localissues with local solutions. CLD works with community members, groups and organisationsthrough ongoing co production and empowerment approaches, in particular with disadvantagedand excluded communities to ensure stronger and more resilient communities.

In 2016/17, 120 distinct organisations received planned interventions around support toensure effective governance, to promote inclusion and diversity and to support to localservices. A further 78 community organisations received training to enhance the skills ofcommunity activists.

In addition to the 3 main areas of service specific work has been developed in relation to:

Community based Learning and Employability Hubs

Through Employability Hubs young people who are not in education , training or employmentaccess activity agreements and bespoke learning programmes to ensure that they move on to apositive destination.

CLD has the lead for delivery of Activity Agreements which support young people aged 16 − 19years who are not in employment, training or education. This directly contributes to the priorityof improved economic opportunities and outcomes, within the Council's Business Plan and inparticular the action of promoting and providing supported options to reduce unemployment andunderemployment. Young people with additional support needs experience significant barriers toemployment. Many of the young people present a number of challenges including, reluctance toengage with services, low skill and attainment issues, poverty and coping with a range of traumaincluding family breakdown.

During the year 2016/17, performance data indicates that 111 young people signed up for anActivity Agreement. Of those completing the programme, 66 (64%) progressed onto a positivedestination i.e. education, training, employment or volunteering. This is below the target of67%.

A new model from August 2016 comprising 3 community based learning and employability hubs,in line with the schools area curriculum planning structure commenced operation inCumbernauld, Coatbridge and Motherwell in August 2016. This model not only improves thelearning offer but also brings a more efficient and sustainable approach to the deployment ofstaff achieving improved integration of adult literacy and numeracy provision into the

employability hubs. This approach has been extended through European Social Funding and nowincludes provision up to 29 years old.

Parental Engagement and Family Learning

Community Learning and Development plays a key role in supporting raising the attainment ofchildren and young people in North Lanarkshire. CLD Teams are directly involved in school−basedfamily learning, through Homelink Workers (Nursery), CLD Worker Schools (Primary) and HomeSchool Partnership Officers (Secondary).

Targets are set for all employees involved in the delivery of parenting programmes. During2016/17 1283 parents engaged in parenting programmes. As a result of these programmes3284 learning outcomes were achieved. This is in excess of the target of 1440.

Legislative context for CID

Community Learning and Development is a field of professional work linked to a more widely sharedset of values and approaches. It draws on a long history of Community Education, CommunityDevelopment and Youth Work

The Education (Scotland) Act refers to a duty to secure 'adequate' and 'sufficient' provision.Currently, CLD in North Lanarkshire Council is structured and organized around 6 localities where the3 core stands of CLD namely youth work, adult learning and capacity building work are delivered.

Financial Narrative relating to CLD in North Lanarkshire Council

Budget Heading Current Budget £ (000's)

Employee Costs 7,486

Property Costs 335

Supplies & Services 484

Transport & Plant 136

Direct Administration 380

Payments to Other 1,559Bodies

Capital Financing Costs 42

Other Costs 195

Income −1,450

TOTAL 9,167

Key findings of the review

Service Strengths

• Passionate, committed and enthusiastic staff who have positive, supportive relationshipswith learners and groups. This was also highlighted by Education Scotland during theirrecent inspection of CLD.

• Provision of a caring, nurturing, non−threatening environment for service users, within ourcommunities, which impacts on attainment and achievement, health promotion includingMental Health, Training and Employability, Active Citizenship, Literacy and Numeracyincluding ESOL and HWB.

Very good engagement with young people, adults and families from challenging andcomplex backgrounds who are at risk of exclusion.

• Proven track record of attracting non−core funding for service delivery.

Areas for Service Improvement

• The current service model supports silo working within schools and a rigid culture ofaccountability which results in incoherence between operational and strategic directionleading to tensions around priorities and service delivery.

Clarity and shared vision in relation to the direction of the CLD service.

• The balance from performance activity to a focus on outcome and planning.

• Inconsistency of quality across the service in relation to Youth Work, Adult Learning andCommunity capacity building.

• All CLD workers including sessional workers should have consistent and appropriate CPDopportunities.

• Schools and Early Learning and Child Care centres should report on the work of CLD in theirschool improvement plans and/or their school improvement reports

Recommendations

• Integrate the approach CLD has in improving life chances and building stronger communities

across Education, Youth and Communities.

• Consider moving CLD from a discrete service to a new approach where key aspects of CLDsits across Education, Youth and Communities(see appendix 2) to support key council plansand priorities and to ensure clarity in relation to the direction for CLD services:

• Young people and families − universal and targeted work sitting within theresponsibility of Head of Education (Central) Interventions and Inclusion.

• Community based Learning and Employability Hubs, Community Capacity Buildingalong with Community Grants and Annual Grants Programme sitting within theresponsibility for the Head of Service (South) Business Planning, Projects andCommunities.

• Review the role of the strategic managers to ensure there is performanceaccountability provided and a more consistent approach in relation to youth work,adult learning and community capacity building.

• Develop a service model for future delivery to reflect the key findings and recommendationswithin this report. Consideration should be given to the following:

o Home School Partnership officers should be line managed by Head Teachers inSecondary schools with strategic direction and support being provided by centralstaff from Education, Youth and Communities.

• Home Link Workers (Early Learning and Childcare) should be line managed by Headsof Centres with strategic direction and support being provided by central staff fromEducation, Youth and Communities.

• The crèche facilities can be provided using the existing resources within the EarlyLearning and Child Care facilities

The CLD review group believes there are a number of themes which link directly to the vision forEducation Youth and Communities which are essential to a strategic, longer−term approach. Theseinclude:

• sustaining the individual in the community• enabling self−help and close support• early intervention

• integrated service provision focused on the individual

Next Steps

The Review Team agreed Report at its meeting in October 2017. The Head of Service will arrange topresent the report to the service SLT and Corporate Management Team. Thereafter therecommendations and subsequent implementation plan will be discussed with Community Learningand Development, Senior Managers and Trade Unions.

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