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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

the way forward for personal support in scottish schools

We want all children and young people to have opportunities to achieve and to make their individual contribution to society. Support for pupils must be designed to respect children's and young people's integrity, strengthen their individual capabilities and value their contributions.

The development of a holistic approach to Personal Support in schools will take place in the context of the emerging good practice in Integrated Community Schools. Everyone involved in schools can contribute to supporting pupils. Different individuals and organisations have a distinctive part to play.

Outcomes for children and young people

The 10 Standards for Supporting Pupils provide a framework for pupils, parents and staff to reflect on the level and quality of support in schools. Ideally, schools should ensure that their communication with pupils and parents describes the school's approach to the Standards and reports on how these are met regularly.

Standards for Personal Support in Schools

Outcomes for Children and Young People

1. Learning skills to seek information and support

  • Pupils and parents readily seek support in school and from other agencies

2. Access to information

  • Children and young people in all forms of full- or part-time education receive progressive core education for personal and social development and health education
  • Children and young people access up-to-date and relevant resources in education for personal and social development, and are involved in participative learning opportunities
  • Children, young people and parents know where information is located within the school and expect wide-ranging information on local opportunities and support
  • Pupils benefit from full collaboration between the school and other agencies such as the NHS Health Scotland and NHS to gain accurate, relevant and up to date information on issues such as healthy lifestyle choices including alcohol, smoking, sexual health and drugs

3. Opportunities for citizenship and participation

  • Pupils are active in peer support and other forms of pupil participation
  • Children's and young people's achievements and efforts in citizenship activities, in school and the community to which the young person belongs, are recognised, and where appropriate, accredited

4. A regular review of progress

  • Children and young people participate in planning and reviewing their progress with staff
  • Pupils experience continuity of staff as far as possible and plan and review progress with a member of staff that knows them

5. Help with transitions

  • Pupils and parents are confident they understand new settings or stages and aware of support and contact arrangements
  • Pupils' personal reviews of progress and other personal profiles and plans follow them into their new setting
  • Children and young people are familiarised with new settings and key staff prior to transition

6. Help to plan for the future

  • Pupils acquire the skills and knowledge to be effective career planners
  • Children and young people are proactive in developing ideas about their future
  • Young people feel ready for work and confident in their personal ability to cope with the world of work and change

7. Accessibility

  • Children, young people and parents feel confident that school staff will support them and understand the roles and remits of designated staff and partner agencies

8. Co-ordination of support

  • Pupils and parents understand and are actively involved in plans for additional support or involvement of other agencies

9. Confidentiality

  • Pupils and parents readily seek support in school and from other agencies

10. Time and space

  • Children's and young people's needs are identified by staff quickly and responses are planned and implemented smoothly

Self evaluation and quality assurance in schools and authorities

Ambitious Excellent Schools (2004) describes Scotland's approach to ensure sustained improvement in Scotland's schools through a focus on outcomes and self evaluation, within a framework of proportionate inspection and international benchmarking. The Scottish Executive will continue to ensure support and challenge for local authorities through the development of effective reporting on performance in the National Priorities in Education. While there will be more flexibility in funding for the National Priorities, there will also be a focus on progress towards achieving outcomes in:

  • Achievement and attainment
  • Framework for learning
  • Inclusion and equality
  • Values and citizenship
  • Learning for life

The integration of planning and reporting by authorities for children's services in 2005 will provide a local framework for developing appropriate desired outcomes for a range of partner agencies supporting pupils, families and schools.

The core features of Personal Support in Schools described in the document, require commitment to staff development, from which a range of outcomes may be sought:

Action to prepare and support staff

Outcomes for Staff

In-school staff development activities

Confident staff who are clear about their role and fulfil their responsibilities to support children and young people well

Effective management and support for all staff

Staff feel confident and work effectively as a team

Managers lead staff and respond to practice development needs

The school draws on support from the authority, learning partnership or other schools to enhance their practice

Inter-school/authority opportunities for CPD

Staff and partner agencies are trained, together if appropriate, in specialist and generalist practices for supporting pupils

Staff feel they are used effectively in their school community to provide support with other staff and team members

Establishing effective partnership working

School staff and other agencies have a clear understanding of their roles and functions

Sharing of information, referral of pupils and joint working is frequent and adds value to the support all pupils receive

School staff liaise closely with other schools/colleges to help children and young people prepare for transitions or the next stage of their education or career plan

Quality resources and curriculum materials for supporting pupils and education for personal and social development

School staff and other agencies provide consistent high quality support and learning opportunities for pupils appropriate for age and stage