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happy, safe and achieving their potential: a standard of support for children and young people in Scottish schools


happy, safe and achieving their potential
a standard of support for children and young people in Scottish schools
the report of The National Review of Guidance 2004

support for children and parents

10 Standards of Personal Support in School

In primary, secondary and special schools, and in partner agencies providing learning opportunities and support, children and parents can expect to find support to meet their personal, social and learning needs which reflects these standards:

Learning for Life: To enhance learning for life, effective Personal Support:


Makes opportunities for developing the knowledge, skills and attitudes children and young people need to enable them to seek information and support throughout life

High quality programmes of education for personal and social development and health education should equip children and young people to be pro-active in seeking information and help to support their life choices. Children and young people will have knowledge of local sources of information and help, in and out of school.


Provides access to information to help children and young people make informed decisions and choices

Children and young people should make personal choices based on relevant and up to date information that communicates effectively and is appropriate to the age of the child. Schools should offer access to information in ways that allow discreet access to it


Makes opportunities for children's citizenship and participation, through involvement in their school community, their neighbourhoods and in democratic society

Challenging and enjoyable learning takes place through a wide range of in-school and out-of-school activities that engage children and young people in exploring individual interests and contributing to their community.

Review of Individual Progress: To enable review of individual progress, effective Personal Support:


Provides regular review of progress in learning, and personal and social development

Children and young people should be involved in regularly reviewing their personal goals with a member of staff that knows the child well, and can discuss the child's or young person's progress with parents on a regular basis.


Helps with transitions between stages in education and between different providers of education and personal development opportunities

Close liaison between schools and other service providers at transition points helps children and young people to feel personally prepared and helps children, young people and parents understand the support arrangements between providers.


Helps to plan for the future

Young people's future beyond school education is something the school and the young person proactively consider and plan for.

Access to Support: To ensure all children and young people, and their parents, feel confident that the school will support them, effective Personal Support:


Provides access to staff by children and parents who want support

Schools actively communicate to pupils and parents the role of all school staff in supporting them, and the roles of specialist staff and other agencies in providing specific support. Children, young people and parents should know who designated staff are and how to contact them.


Respects confidentiality

School staff, children, young people and parents are clear that the majority of concerns can be discussed in confidence with any member of staff, and the school will involve children and young people in giving informed consent to share information with other services where this will help them. The school is also clear what staff will do where there are concerns about risk of harm, while communicating a commitment to support and involve the child or young person when information must be shared.


Ensures time and space to seek help

The school involves children and young people in deciding the most appropriate opportunities and locations to access information and staff who will support them. Schools provide space in the school week to allow children and young people to build relationships with staff, reflect on their personal, social and emotional wellbeing and develop their knowledge of information and support available to them.


Co-ordinates support between agencies and schools, wherever learning takes place

Schools will make clear statements of support arrangements for children and parents where other services contribute to the child's or young person's learning programme outside school.

(The 10 standards, associated outcomes and practice issues are described in detail in Annex A)