Additional Support for Learning Project Board minutes: May 2024

Attendees and apologies

• Scottish Government (SG) (Chair)
• Convention of Scottish Local Authorities (COSLA)
• Education Scotland (ES)
• Association of Scottish Principal Education Psychologists (ASPEP)
• Association of Directors of Education in Scotland (ADES)
• Education Institute of Scottland (EIS)
• Grant Aided Special Schools (GASS)
• UNISON
• National Autism Implementation Team (NAIT)
• National Parent Forum Scotland (NPFS)
• Allied Health Professional Leads
• Audit Scotland
• SG Supporting Learners’ Team (SG
• Audit Scotland (Observer)

Apololgies

• Society of Local Authortiy Chief Executives (SOLACE)
• Social Work Scotland (SWS)
• SG Early Learning and Childcare Team (SG ELC)
• Allied Health Professionals Leads
• ADES Early Years

Items and actions

Welcome and introductions

The chair welcomed members to the meeting of the Additional Support for Learning (ASL) Project Board. The chair thanked members who had travelled to attend in person, and those members who were attending virtually.

Minutes from previous meeting

Members considered the draft minute of the meeting of 27 March 2024. The Board accepted the minutes as an accurate record of the meeting. The following updates were provided on the actions agreed at the last meeting.

SG and COSLA were to provide the Project Board with an update on the delay of publication of the ASL Action Plan and Progress Report, the Board will recieve an update during item 3 on the agenda of today's meeting. The ASL Project Board were to agree a set of text to issue through networks to update on the publication delay, the Board will agree this following discussions at item 4 on the agenda. The Supporting Learners' team were to issue the draft progress report following the last meeting, the report has been shared for discussion during this meeting. ASPEP have cascaded the request for positive case studies through their networks. The Operational and Communications subgroup were to consider how to better communicate information through the different levels, an updated communications plan has been shared with sub-group members along with the ask on how better to communicate. Enquire have shared relevant information with the Training and Resources subgroup to aid development of their mapping excersise. Education Scotland were to offer more information on a forward look for action TP7 before it can be marked as complete, more information is still to be provided before the action can be seen as completed. The risk register was updated following discussions on risk 6 at the last meeting. An update was to be provided on the links between the ‘Behaviour in Schools’ and ASL Action Plan by relevant colleagues at this PB meeting, however given the focusion on this meeting's agenda it was proposed this update be delayed to a future PB meeting.

ASL Action Plan & Progress Report

The Supporting Learners’ team introduced this item to the Board. During the last Project Board meeting, the members agreed with the Cabinet Secretary’s proposal to delay the publication of the updated Progress Report. This decision was influenced by the report of the ECYP Committee following their March 2024 inquiry on Additional Support for Learning, which many of the Project Board members were involved with. The Cabinet Secretary made a commitment that the Scottish Government will acknowledge the Committee’s report (ahead of the upcoming publication of the ASL Progress Report and Action Plan) to ensure that we could reflect and consider all the appropriate urgings and recommendations. As a result, the next update is now due later this year. There is a commitment to deliver the ASL Action Plan by the end of this Parliamentary Period in March 2026.

A draft version of the Progress Report, reflecting on the progress of all the Morgan Review recommendations by the Project Board members and their partners, was shared as part of today’s papers. Members were invited to provide individual feedback or collective comments on this draft.

Action:

• Members to consider the draft Progress Report and come back with any comments or feedback by 19 June 2024 to allow for any changes to be made and for a final version to be circulated. 

Education Children and Young People Committee report, recommendations & response

The Supporting Learners’ Team introduced this item to the Board. Following the ECYP Committee’s inquiry into ASL, a report was published including various urgings, requests, and recommendations (some of which sit under the ASL Action Plan). The ASL Project Board have the responsibility to oversee the delivery of the actions in the ASL Action Plan and, as such, all suggested recommendations directed towards inclusion in the ASL Action Plan, must be considered. The full report has been shared with members as Paper 5, and the recommendations in focus, directly associated with the ASL Action Plan, have been highlighted in Paper 6.

The Scottish Government is currently drafting a response on behalf of Ministers and COSLA are currently considering their own response. Members discussed the 5 recommendations that had been highlighted in Paper 6 as well as the full report. These discussions will influence the upcoming response and determine the next steps ahead of the next ASL Progress Report and Action Plan publication in autumn 2024.

Special Schools, Units and Support

The first recommendation discussed was on Special Schools, Units and Support.

‘The committee recommends that the Scottish Government and COSLA update the ASL Action Plan to address these communication issues, to ensure that Pupils, Parents and Carers are able to fully understand what support is being made available to their child, ahead of any placing requests for specialist provision being made and that Local Authorities provide information to families in an accessible format.’

Some members queried the specific focus of this recommendation, as it touches upon certain communication issues, such as the information available to parents before any placing request processes start and the different formats that this information is available in. The board will be exploring further options to improve communication, such as providing more detailed and specific information on ENQUIRE and/or on other resources available to parents and carers.

It is not clear whether this recommendation explores a communication or an outcome issue. The ASL Action Plan has communication at its core with multiple actions in place to address different issues. A subgroup has also been created to focus on the progress and delivery of these actions. The fact that this recommendation is included in the report of the ECYP Committee could indicate a gap in the current approach. So, an in-depth consideration to strengthen the ways that the ASL Action Plan is addressing the different communication strands needs to be considered.

There is a variety of communication issues that could be addressed through actions already existing in the ASL Action Plan, including the different approaches that local authorities are using when it comes to information around provision (varied level of detail, different wording, accessible signposting, etc). The ASL Action Plan is working towards smoothing these differences out to allow for clear and straightforward options alongside a more accessible approach on terminology (as there is no ‘one size fits all’) for provision and implementation.

Members agreed that it is essential to look deeper into the original intentions of all the actions within the ASL Action Plan and align them with this recommendation. They did not feel that the addition of a new action to the ASL Action Plan is required. Members agreed that it is very important to showcase how the existing provisions across Education can be used effectively to demonstrate how the actions that are already included in the ASL Action Plan (completed or ongoing) assist towards successful implementation.

​​​​​​​Transitions

‘The committee recommends that the next update to the ASL Action Plan includes details of how it intends to address the concerns raised in relation to poor transition experiences of pupils with ASN from Primary to Secondary School.’

It was noted that the most recent update of the ASL Action Plan focuses more on transitions into adulthood (for individuals with ASN) and it does not address similar issues when these occur in the earlier stages of a person’s educational journey (for example, early learning into primary and primary into secondary).

ES noted that the professional learning which covers transitions is part of the national professional framework. It was suggested that this information (which is, and will continue to be, available for everyone in education) could link in with the Transitions-related recommendation of the ECYP report.

ADES also mentioned that there may be opportunities to connect transitions with some of the work that is already underway and relates to school attendance. It was noted that children and young people with ASN are disproportionally represented when it comes to attendance issues. The Board agreed that there is a range of ongoing work that will look deeper into some of these challenges, specifically around curriculum and the broad aspect of transitions (including learning).

Members also noted that examples of the work, that is currently in place to support transitions for children and young people, could also be attained from school inspection reports. Members agreed on the importance of sharing good practice with regards to transitions, with a focus on transitions from primary to secondary. However, they recognised that there is still a need for improvement on transitions across all different levels.

Work on transitions should not omit the support and resources available to all the children and young people who are moving from specialist provisions into a mainstream setting and vice versa.

Project Board members also highlighted that SG Social Care, Mental Wellbeing and Sport colleagues have already funded work on positive transitions. ARC Scotland’s  (Association for Real Change) Principles of Good Transitions, and Principles into Practice have been developed with Local Authority input. It would be helpful for this work to be reviewed and shared.

Action:

• Liaise with ARC Scotland to source their work on positive transitions

​​​​​​​Health and education chamber of the first-tier tribunal for Scotland (the tribunal)

‘The Committee recommends that the ASL Action Plan is updated to provide further clarity on the use of plans to support pupils with ASN including where certain plans are appropriate and their relative merits in each situation. It should also consider the compliance of these plans with GIRFEC and the UNCRC.’

ES noted that they have already published information around ASL Planning and Professional Learning on their IWE Framework. However, some of these issues are connected with local authorities and the different ways they interpret staged intervention. A better understanding of the interpretations and the plans that LAs adopt could help mitigate confusions.

It was noted that due to complexity issues in this area, providing clarity has proven challenging. The Code of Practice has seen a number of different interpretations; whilst various different terminologies have been used in this case. Discussing this recommendation further, members noted that the committee had raised similar questions around these challenges in the past. Old questions focused on the involvement of other agencies and services in the development of plans and looked on whether the criteria for co-ordinated support plans (CSPs) were being met.

The criteria to opening a CSP are strict and they are set out within the Code of Practice. However, members reflected that the committee’s perspective did not align with the legislation demonstrating the challenging and complex picture in this area.

As part of the work underway to refresh the Code of Practice, there will be opportunities to revisit this recommendation and incorporate any feedback to try and strengthen the guidance on Pupil Support Plans. However, any advice and feedback has to relate and link directly to what the legislation states and, as a result, significant changes might be limited.

The Board suggested that further clarity on this recommendation is needed. They also agreed that it would be better suited within the parameters of the Code of Practice and not in the ASL Action Plan.

​​​​​​​Resources

‘The Committee recommends that the Scottish Government provides leadership in this area and works across portfolios and with other bodies including COSLA and NHS Scotland to develop a more inclusive approach to resourcing ASL provision in Scotland’s Schools. The Committee expects the updated ASL Action Plan to include a clear, measurable plan on how this will be improved in the short, medium, and long term.’

An initial question was raised on how an increased resourcing would fundamentally work alongside tighter budgets. It was noted that Educational Psychologists and Speech and Language Therapists are already under a huge amount of pressure, in addition to other services, including child and adolescent mental health services (CAMHS).

ADES, COSLA and the Royal College of Speech and Language Therapy are engaged in work to develop a paper around the effective deployment and use of resources. Although this paper is not yet ready to be circulated with the Project Board, there are ongoing discussions around how good practice is shared. It was noted that decisions made by local health boards may impact available funding at different areas associated with their work. More resource availability is not a panacea. However, the members agreed that they should also be looking at the resources that are currently in place and available and how they can be used effectively to progress any work that is currently ongoing.

Members agreed that the ASL Action Plan is not the most suitable place when attempting to achieve good outcomes for this recommendation, as it opens a discussion regarding the distribution of resources across different sectors, not just Education. They noted that the recommendation addresses a broader challenge across multiple sectors and bodies and, as a result, there could be merit in looking the resources available at a national level, across all public services such as Health, Social Services, and Education.

​​​​​​​The use of remedies as set out in the 2004 act

‘The Committee welcomes the commitment by the Cabinet Secretary to simplify this and looks forward to seeing this in the updated ASL Action Plan, which should also include details of best practice in relation to communication with families regarding parents, carers and pupils rights and involvement in the decision-making process.’

COLSA noted that within the UNCRC work that is currently underway, there is a particular strand regarding remedies specifically looking at child-friendly processes. The members shared their confidence that the ASL Action Plan is already linking with, and should continue to align with, the work being undertaken by UNCRC colleagues.

The Supporting Learners’ Team noted that there is an opportunity to ensure this recommendation is strengthened through the ongoing work relating to the refresh of the Code of Practice. However, members agreed that it is not appropriate to include a new action within the ASL Action Plan relating to this recommendation, and it should be addressed through another, more suitable, vehicle.

Any other business

Action:

• The Supporting Learners Team will consider today’s ASL Project Board meeting and draft a response to the ECYP committee.

Date of next meetings

• July 31st 2024
• September 26th 2024
• November 21st 2024