Empowering clusters model

Published 24/04/2024.  Last updated 08/08/2024

Background 

North Lanarkshire occupies around 181 square miles in the central belt of Scotland. The area is mainly urban with some rural areas. There are three main urban areas: Cumbernauld and Kilsyth, Airdrie and Coatbridge, and Motherwell and Wishaw. 

The educational estate includes 118 primary schools, 10 of which have attached support centres. 79 primary schools offer early years provision, with 58 term-time and 21 full-time and three having additional support needs (ASN) linked nursery classes. There are 23 secondary schools, 4 of which have an attached support centre. Additionally, there are 23 council-managed family learning centres (FLC), six of which have ASN provision and 13 discreet ASN establishments. 16 schools are recognised as rural schools. 

From current data, the LA has 6,000 children in early years placements and 48,000 children in primary and secondary education. 32% of children and young people reside in SIMD Quintile one and approximately 11,000 are in receipt of clothing grants. 20.05% of children and young people are registered for free school meals, with 22.77% entitled to a clothing and footwear grant. 9,436 children are registered with an additional support need, 2,442 are registered as having English as an Additional Language and 1,311 children have experienced care, either currently or previously. 

Rationale 

The ‘Empowering Clusters’ model is recognised within the authority as a function in ensuring integrated partnership working that is centred around the wellbeing of children and young people, within their local communities. 

A cluster is an organisational construct to support system-wide planning for continuous improvement and is comprised of a group of schools or establishments based around and including a local secondary. Each cluster incorporates internal and external service partners, including social work, Community Learning and Development (CLD) and third-sector partners, who plan and collaborate to achieve shared improvement priorities and meet the needs of children and families on a strategic and operational basis. 

A cluster chair coordinates the cluster improvement planning and the distribution of cluster resources. The cluster undertakes activity around planning for children’s wellbeing, provision of family support, including support from the financial inclusion team and establishment of cluster support networks. There is a clear focus on ensuring equity and supporting improvement. It is closely aligned to the Getting It Right for Every Child (GIRFEC) model and principles of the Scottish Attainment Challenge. 

The cluster model is designed to empower key staff to access and delegate a range of additional resources, including cluster attainment and support teachers and family engagement support workers, at local level to meet the needs of children and families. Cluster Chairs also have access to a shared budget allocation to be used to support cluster improvement activity. There is a clear focus on early intervention and equity to improve outcomes for children and families impacted by poverty-related barriers to their learning and attainment. 

Implementation of the model was significantly disrupted by the Covid 19 pandemic and service priorities were tilted to meet the changing demands of that situation. Despite this, the model was introduced on a delayed timeline and evaluation of impact of the model following the pandemic highlighted the need to refine cluster quality assurance (QA) processes to ensure equity and consistency of opportunity and supports across all 23 clusters. This highlighted the need to improve the use of data to track, monitor and report on the impact of supports and interventions provided to identified groups and individuals.

It was recognised that the establishment of robust processes for collecting and analysing data would strengthen the service’s ability to effectively track performance across all 23 clusters. It would enable the service to identify trends, strengths and areas for improvement which would then inform decisions about resource deployment to maximise benefits for children and families. 

Attainment Scotland Funding 

Strategic Equity Funding: Over £50,000 

What North Lanarkshire Council did

Under the strategic direction of the education and families manager (EFM), a short-life working group was established to consider quality assurance processes. The group consisted of cluster staff including cluster improvement and integration leads (CIILs), SAC leads and cluster chairs. The group developed a robust self-evaluation and quality assurance framework to support continuous improvement within the empowering clusters model. 

As part of this process each group reflected on its strategic purpose against three drivers, which were intrinsically linked to the LA’s core and core plus stretch aims. The three drivers are improving community leadership, improving outcomes in wellbeing and improving attainment. 

Improving community leadership is underpinned by improvement activity designed to build staff capacity, empower local decision making and facilitate the deployment of resources to those with most need. It allows teams to collaborate and implement person-centred solutions.

Outcomes in wellbeing focused on improved attendance, reduced exclusions, improved engagement of most vulnerable groups and improved balance of care. Finally, improving attainment focused on implementation of a range of strategies to increase literacy and numeracy levels. It also focused on supporting learners to achieve qualifications in the senior phase and in supporting high quality, sustainable, positive destinations for school leavers. 

As part of this, the group also sought to create an effective tracking and monitoring system that would enable cluster colleagues to use data more effectively to underpin and inform improvement activity. Due to the multi-agency nature of cluster working, differences in specific cluster contexts and, importantly, the confidence levels of staff within the different clusters in collecting and using data, a significant amount of associated professional learning was provided to support staff to develop skills and confidence. It was recognised that the quality of the final data and analysis was inherently linked to the quality of the data collected/uploaded. Therefore, supporting colleagues to develop a consistent approach and understanding of ‘high quality data’ became a key priority. 

Impact 

Establishment of the quality assurance framework and associated cluster dashboard has enabled the service to develop a more cohesive, consistent and equitable approach to the empowering cluster model, across the 23 clusters. 

Specifically, the use of the cluster dashboard has strengthened the LA’s capacity to collect and analyse relevant data. This includes the quantity and impact of supports provided to identified individuals and groups, supporting equity and excellence, and maximising impact. This tracking system has been shared nationally at two national Scottish Attainment Challenge events and was recognised for its efficacy in the recent collaborative improvement process carried out with ADES and Education Scotland. 

Data from the empowering our clusters model is beginning to be used more effectively to identify trends within and across clusters. In turn, this is supporting the service with future planning and resource allocation decisions to improve outcomes for children and young people. 

Qualitative feedback from staff indicates that most staff are becoming more confident in their use of data to inform planning decisions. However, the LA accepts it should continue to monitor the quality of the data collected to ensure it is robust, reliable and valid. This will further strengthen processes and ensure resources are deployed appropriately to provide targeted, bespoke support that increases equity and removes poverty-related barriers. Effective use of this data is beginning to support individual clusters to manage the balance between delegated empowerment and equity, ensuring approaches taken continue to add value and to promote equity. 

A total of 1531 learners were supported through the empowering clusters model between August and December and these numbers continue to be tracked and monitored, as does the effectiveness of the interventions in place. 956 children, young people and families were supported by cluster support teachers or Cluster Inclusion and Integration Leads (CIILs), across the 23 clusters. 2442 sessions were planned for children, young people or families at additional or intensive level, with an 84% average attendance rate. 39% of the supports have been successful and have now ended. 

^ Back to top

Empowering clusters model

Published 24/04/2024.  Last updated 08/08/2024

Background 

North Lanarkshire occupies around 181 square miles in the central belt of Scotland. The area is mainly urban with some rural areas. There are three main urban areas: Cumbernauld and Kilsyth, Airdrie and Coatbridge, and Motherwell and Wishaw. 

The educational estate includes 118 primary schools, 10 of which have attached support centres. 79 primary schools offer early years provision, with 58 term-time and 21 full-time and three having additional support needs (ASN) linked nursery classes. There are 23 secondary schools, 4 of which have an attached support centre. Additionally, there are 23 council-managed family learning centres (FLC), six of which have ASN provision and 13 discreet ASN establishments. 16 schools are recognised as rural schools. 

From current data, the LA has 6,000 children in early years placements and 48,000 children in primary and secondary education. 32% of children and young people reside in SIMD Quintile one and approximately 11,000 are in receipt of clothing grants. 20.05% of children and young people are registered for free school meals, with 22.77% entitled to a clothing and footwear grant. 9,436 children are registered with an additional support need, 2,442 are registered as having English as an Additional Language and 1,311 children have experienced care, either currently or previously. 

Rationale 

The ‘Empowering Clusters’ model is recognised within the authority as a function in ensuring integrated partnership working that is centred around the wellbeing of children and young people, within their local communities. 

A cluster is an organisational construct to support system-wide planning for continuous improvement and is comprised of a group of schools or establishments based around and including a local secondary. Each cluster incorporates internal and external service partners, including social work, Community Learning and Development (CLD) and third-sector partners, who plan and collaborate to achieve shared improvement priorities and meet the needs of children and families on a strategic and operational basis. 

A cluster chair coordinates the cluster improvement planning and the distribution of cluster resources. The cluster undertakes activity around planning for children’s wellbeing, provision of family support, including support from the financial inclusion team and establishment of cluster support networks. There is a clear focus on ensuring equity and supporting improvement. It is closely aligned to the Getting It Right for Every Child (GIRFEC) model and principles of the Scottish Attainment Challenge. 

The cluster model is designed to empower key staff to access and delegate a range of additional resources, including cluster attainment and support teachers and family engagement support workers, at local level to meet the needs of children and families. Cluster Chairs also have access to a shared budget allocation to be used to support cluster improvement activity. There is a clear focus on early intervention and equity to improve outcomes for children and families impacted by poverty-related barriers to their learning and attainment. 

Implementation of the model was significantly disrupted by the Covid 19 pandemic and service priorities were tilted to meet the changing demands of that situation. Despite this, the model was introduced on a delayed timeline and evaluation of impact of the model following the pandemic highlighted the need to refine cluster quality assurance (QA) processes to ensure equity and consistency of opportunity and supports across all 23 clusters. This highlighted the need to improve the use of data to track, monitor and report on the impact of supports and interventions provided to identified groups and individuals.

It was recognised that the establishment of robust processes for collecting and analysing data would strengthen the service’s ability to effectively track performance across all 23 clusters. It would enable the service to identify trends, strengths and areas for improvement which would then inform decisions about resource deployment to maximise benefits for children and families. 

Attainment Scotland Funding 

Strategic Equity Funding: Over £50,000 

What North Lanarkshire Council did

Under the strategic direction of the education and families manager (EFM), a short-life working group was established to consider quality assurance processes. The group consisted of cluster staff including cluster improvement and integration leads (CIILs), SAC leads and cluster chairs. The group developed a robust self-evaluation and quality assurance framework to support continuous improvement within the empowering clusters model. 

As part of this process each group reflected on its strategic purpose against three drivers, which were intrinsically linked to the LA’s core and core plus stretch aims. The three drivers are improving community leadership, improving outcomes in wellbeing and improving attainment. 

Improving community leadership is underpinned by improvement activity designed to build staff capacity, empower local decision making and facilitate the deployment of resources to those with most need. It allows teams to collaborate and implement person-centred solutions.

Outcomes in wellbeing focused on improved attendance, reduced exclusions, improved engagement of most vulnerable groups and improved balance of care. Finally, improving attainment focused on implementation of a range of strategies to increase literacy and numeracy levels. It also focused on supporting learners to achieve qualifications in the senior phase and in supporting high quality, sustainable, positive destinations for school leavers. 

As part of this, the group also sought to create an effective tracking and monitoring system that would enable cluster colleagues to use data more effectively to underpin and inform improvement activity. Due to the multi-agency nature of cluster working, differences in specific cluster contexts and, importantly, the confidence levels of staff within the different clusters in collecting and using data, a significant amount of associated professional learning was provided to support staff to develop skills and confidence. It was recognised that the quality of the final data and analysis was inherently linked to the quality of the data collected/uploaded. Therefore, supporting colleagues to develop a consistent approach and understanding of ‘high quality data’ became a key priority. 

Impact 

Establishment of the quality assurance framework and associated cluster dashboard has enabled the service to develop a more cohesive, consistent and equitable approach to the empowering cluster model, across the 23 clusters. 

Specifically, the use of the cluster dashboard has strengthened the LA’s capacity to collect and analyse relevant data. This includes the quantity and impact of supports provided to identified individuals and groups, supporting equity and excellence, and maximising impact. This tracking system has been shared nationally at two national Scottish Attainment Challenge events and was recognised for its efficacy in the recent collaborative improvement process carried out with ADES and Education Scotland. 

Data from the empowering our clusters model is beginning to be used more effectively to identify trends within and across clusters. In turn, this is supporting the service with future planning and resource allocation decisions to improve outcomes for children and young people. 

Qualitative feedback from staff indicates that most staff are becoming more confident in their use of data to inform planning decisions. However, the LA accepts it should continue to monitor the quality of the data collected to ensure it is robust, reliable and valid. This will further strengthen processes and ensure resources are deployed appropriately to provide targeted, bespoke support that increases equity and removes poverty-related barriers. Effective use of this data is beginning to support individual clusters to manage the balance between delegated empowerment and equity, ensuring approaches taken continue to add value and to promote equity. 

A total of 1531 learners were supported through the empowering clusters model between August and December and these numbers continue to be tracked and monitored, as does the effectiveness of the interventions in place. 956 children, young people and families were supported by cluster support teachers or Cluster Inclusion and Integration Leads (CIILs), across the 23 clusters. 2442 sessions were planned for children, young people or families at additional or intensive level, with an 84% average attendance rate. 39% of the supports have been successful and have now ended. 

^ Back to top