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

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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

core features of personal support in schools

Confident and empowered individuals at school level lead the development of systems for supporting pupils. Their roles and responsibilities are enabled through effective co-ordination and management at school level, underpinned by a clear vision and effective leadership at school and authority level.

Some core features of systems for supporting children are:

At school level

Communicating values and ethos

  • a positive school ethos and involving children and young people
  • working with pupils to develop peer support and positive relationships
  • effective whole-school approaches for prevention with commitment from all staff
  • effective communication amongst all staff
  • involvement of parents.

Meeting the standard for Personal Support in school

  • involving children and young people in planning to achieve and reviewing their progress
  • progression of learning in education for personal and social development
  • systematic identification of children's and young people's needs and whole-school analysis to support planning
  • systems for in-class and in-school early intervention, referral to specialists or other agencies, and monitoring that agreed actions and outcomes for children are achieved, where ownership and responsibility for children and young people referred to external provision remains with the school.

At school and authority level

Communicating values and ethos

  • clear roles and expectations of staff
  • creating effective relationships with partners and the community
  • supporting innovation
  • clear education authority policy framework and strategic direction.

Building schools' capacity to meet the standard for Personal Support in school

  • provision for supporting staff and developing skills through training, mentoring and multi-disciplinary opportunities
  • support for development of effective learning resources for education for personal and social development, with coherence and progression across stages of education
  • integrated planning, implementation and evaluation of services to children
  • developing with partners out of school opportunities and recognition for children and young people's achievement
  • systems of quality assurance and review in school and in the authority.

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