Additional support for learning: action plan (updated October 2021)

9.2 Education Scotland

Recommendation

Education Scotland must take account of the findings of this report and take action to ensure that their scrutiny frameworks and inspection activities are in line with it.

Response

Accept

Actions to be taken forward - Oct 2020

In reviewing its scrutiny frameworks and inspection activities, ES will ensure that it takes account of the recommendations, and make necessary adjustments where required.

Delivery Timescale

A review of HGIOCLD will further take into account any changes needed to meet the recommendations

Status Oct 2021

On-going / on track

Progress made:

The final draft of the How good is our community learning and development? (HGIOCLD) framework developed has been developed in consultation with specialists, including those experienced in the field of additional support needs. Quality indicators have been included to ensure that inclusion is a key aspect of the framework. In addition, an Equality impact Assessment and an Island Communities Impact Assessment were completed in summer 2021.

HM Inspectors of Education carried out a programme of national overviews during the period of remote learning. These sought to identify what was working well in the delivery of remote learning and where further support was required. There were two specific reports that focused on additional support for learning; 'Meeting Learning Needs, including those with additional support needs' and 'Approaches for providing learning for children and young people with complex learning needs'.

9.2.1

Recommendation

Education Scotland must use the findings of this review and the conditions identified for good practice, to support and develop improvement in education authorities, Regional Improvement Collaboratives and schools.

Response

Accept

Actions to be taken forward - Oct 2020

Education Scotland's Regional Improvement Teams will ensure that all their Regional staff are aware of, and understand, the recommendations in the report. They will in partnership with Education Authorities, schools and others identify and share good practice, and help to support new ways of working where appropriate.

Delivery Timescale

As set out at 9.1, as part of its on-going commitment to monitoring progress of the ASL Action Plan, ASLIG will review the reporting cycles and provide an update in Spring 2022.

Status Oct 2021

On-going / on track

Progress made:

Education Scotland's (ES) Regional Improvement Teams (RITs) have been active in disseminating the recommendations from the ASL Review. The Senior Regional Advisors (SRAs) have been working with Regional Improvement Collaboratives and local authority leads to strengthen their focus on inclusion and the recommendations from the Review. All RIT staff have received input from their Senior Education Officers (SEO) for Inclusion, Health and Wellbeing, and Equalities (IWE) on the recommendations, implications and opportunities for work in the regions, particularly in relevant inclusion workstreams and networks.

Six professional learning opportunities during August 2021, have been provided by the SEOs for IWE to almost all ES staff. These have been well received, with robust discussion and reflection on implications for practice. A paper which demonstrates the synergies across the ASL Review, the Promise and the UNCRC has been written to help local authorities avoid duplication, and capitalise on the common themes when providing strategic guidance.