We know that for some children and young people, learning at home has provided positive benefits and experiences for them and their learning during the closures of early learning and childcare centres and schools.
However, for many children and young people, their experiences have been less positive, and in some cases there have been significant concerns for their wellbeing. Some children and young people may also have developed needs not apparent prior to lockdown, which may require new responses and approaches.
The getting it right for every child (GIRFEC) approach, continues to provide a robust methodology when considering the holistic needs of children and young people engaging with blended learning approaches in school and at home. The Education (Additional Support for Learning) (Scotland) Act 2004, guidance on inclusive approaches to teaching and learning and strategies developed to close the attainment gap, enable tailored support and provision to be provided for children and young people in a blended learning context.
This guidance offers high-level advice to local authorities as they consider the support required to address the impact of interrupted learning and disconnection from school or early learning and childcare for many children and young people.
It focuses on the support required, through a range of themes, for children and young people, parents, carers and practitioners. It builds upon the advice and information provided by the Coronavirus (COVID-19): strategic framework for reopening schools, early learning and childcare provision, and recognises the human rights of children, young people and adults concerned and is aligned to getting it right for every child and additional support for learning legislation.
We know this is a new and challenging situation for all school staff. Strong relationships between parents and the range of professionals who know and care about their children and young people will be even more important on reconnecting with school. By working in partnership with parents and carers and children and young people we can make sure that their return to more formal learning is smooth and successful. This guidance, therefore, also focuses on engagement and communication with parents and carers.
The guidance draws together a number of strands and is structured thematically. It considers a range of factors in turn. Reflecting the national strategy; it begins with health and wellbeing considerations, then focuses on other areas where children, young people and their parents and carers may need support and in some cases, advice specific to the individual child or young person. It also covers transitions and resources and support.