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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

supporting pupils - sharing the agenda

Support for children and young people in Scottish schools will involve partners in providing a framework in which they are empowered to deliver excellent support for pupils within a context of support, challenge, and opportunities for reflection.

The National Review of Guidance provides 10 Standards of Personal Support. It is not prescriptive about the approach for organising support and it is expected that this will be developed to suit local needs and circumstances in authorities. It is therefore essential that there are opportunities for sharing good practice and exploring different models at national level, to support local development.

Significant developments in education policy will influence the ways that schools support pupils in the coming years. Ongoing reflection and feedback between practitioners and policy makers is essential to ensure that staff are able to fulfil our aspirations for supporting children. Monitoring progress, self evaluation and inspection will provide evidence of how Personal Support in schools is developing in Scotland.

An action plan for the development of Personal Support in schools will involve a range of partners in these broad objectives:

The Scottish Executive will:

  • support authorities to bring together planning and reporting on progress in the National Priorities in Education
  • simplify the National Priorities Action Fund to support authorities' flexible use of funding for personal support in schools
  • assist the dissemination and promotion of emerging practice in personal support in schools
  • recognise the importance of pupil support in schools within the roll-out of Integrated Community Schools and Health Promoting Schools, the review of the curriculum and the review and ongoing development of Initial Teacher Training and Continuing Professional Development
  • provide guidance to authorities and schools on implementation of the Additional Support for Learning Act 2004, to help them fulfil their duties to children with additional support needs
  • continue to work with agencies to help deliver real improvements in child protection building on the Charter and the Framework for Standards by 2006.

HMIE will:

  • support the development of self-evaluation and quality assurance of pupil support and implementation of the Additional Support for Learning Act 2004
  • continue to monitor the development of pupil support through its inspection programme of schools and education authorities
  • support the dissemination of emerging practice
  • take the lead in developing multi-disciplinary inspection of children's services commencing with child protection pilots from December 2004.

LTS will:

  • provide information and resources to practitioners and trainers on personal support, education for personal and social development, and health education, in the context of inclusive education.

Education authorities and schools will:

  • involve pupils, parents and staff in developing and reviewing support for pupils
  • ensure appropriate staff development opportunities
  • enable staff to adapt to new influences on their practice by providing training, support and guidance (e.g. Additional Support for Learning Act 2004)
  • enable effective partnership working and integration of support to children
  • lead and manage development.

Partners in Community Planning and Children's Services Planning (local authority departments, Health Boards and voluntary sector agencies) will:

  • consider how to support schools to provide effective Personal Support
  • promote and support multi-agency training of staff
  • ensure Children's Services Planning and Community Planning supports schools' unique roles as a universal service for children, young people; and endeavours to build on shared values and common objectives.

Higher Education Institutions will:

  • work with authorities and professional bodies to review routes of professional development and accreditation for pupil support
  • ensure newly qualified teachers have a full understanding of their role in supporting pupils and emerging systems and practice in schools
  • prepare new staff and make provision for the continuing development of staff (in education and in other professions) to provide effective personal support in schools and to adapt to new influences, such as the Additional Support for Learning Act 2004.