Included, Engaged and Involved Part 1: Improving Attendance in Scotland's Schools

Appendix 4: Reduction in learning hours – key considerations

A reduction in learning hours is only considered as a reasonable measure in exceptional circumstances and where there is clear evidence that it is a necessary, proportionate and supportive intervention.

The following key considerations are intended to support education authorities to design and implement their local policy on the reduction of learning hours.

There is a clear justification and supporting evidence

• an assessment of need has been undertaken and considers all risk and resilience factors
• the reduction of learning hours is clearly justified as a reasonable measure which is considered necessary, proportionate and supportive intervention
• there is evidence as part of an individual planning process that all alternative approaches within the staged intervention model have been fully explored and evaluated. This includes consideration of flexible arrangements, other supportive strategies and multi-agency support
• there is evidence of previous implementation of a multi-agency, collaborative approach which has sought and taken account of the views of the child or young person and their parents

The purpose and objectives have been clearly defined

• the purpose of a reduction in learning hours is clearly explained and aligns with GIRFEC and the Additional Support for Learning framework
• educational and wellbeing objectives are clearly stated, aligned to the curriculum and the wellbeing indicators^[53] as part of a GIRFEC approach

It is a time-limited approach

• reduced learning hours are a short-term measure and only in place for as long as they are considered necessary (usually the shortest period possible)
• there is a clear and structured plan,^[54] aligned to a Child’s Plan or educational support or wellbeing plan that sets out agreed timescales and the resources required to increase learning hours as quickly as is appropriate

The approach is monitored and reviewed regularly

• the approach is reviewed regularly, aligned to existing Child’s Planning processes, and as soon as possible following any change in circumstances or needs
• the frequency of review is agreed, and it is recognised that this may change depending on the support provided by other agencies or partners, or due to changing needs or circumstances
• this review should include consideration of whether additional or further support, including from other agencies or partners, is required to support an increase in learning hours and a return to full-time education
• there is ongoing engagement between children, young people parents, families, school staff, and all those providing support to monitor progress and respond to emerging issues
• a more significant review is triggered where a child or young person’s learning hours have been reduced for a prolonged period

It is a carefully planned intervention and part of a wider support plan

• is it part of a broader package of support designed to help the child or young person increase their learning hours and return to full-time education at the earliest appropriate opportunity
• the approach is documented in a written plan, such as a Child’s Plan or other educational support or wellbeing plan
• the written plan includes all relevant information including:
• an assessment of need
• purpose
• intended outcomes
• timescale
• frequency of review
• views of children and young people and parents
• details of support strategies and multi-agency support required to achieve educational and wellbeing objectives

Multi-agency support is identified and co-ordinated

• support required from other agencies, organisations, or services is identified and coordinated
• this includes any support required to respond to emerging issues impacting the child or young person’s health or wellbeing
• details of all support is captured within a written plan

A full risk assessment is carried out and mitigations are in place

• the potential risks to the child or young person’s wellbeing and learning and any impact on their parents and family are carefully assessed in line with the authority’s risk assessment procedures
• mitigations are in place to address identified risks
• child protection procedures are robustly applied when considering the appropriateness of the proposed approach and immediate action taken where there are safeguarding concerns
• there is ongoing and collaborative dialogue with children and young people, parents, families and staff to monitor progress and respond to emerging issues
• where appropriate, this is considered in line with Guidance on Risk Assessments for Violent, Aggressive and Dangerous Behaviour

There is robust consultation and agreement with children and young people and parents

• the approach and design of reduced learning hours is developed in consultation with the child or young person and their parents
• their rights are protected and their views are actively sought and considered as part of the decision-making process, in line with UNCRC and GIRFEC principles
• consider whether children and young people and parents need extra support to understand the approach being proposed and how they will be supported throughout
• parental agreement is required before implementation
• where there is disagreement, attempts are made to resolve concerns through constructive dialogue with children and young people and parents, seeking support from external services such as advocacy where appropriate

Equality and inclusion have been fully considered

• alternatives to full-time education are only used when they are in the child or young person’s best interests
• the approach must take account of legal duties under the Education (Scotland) Act 1980, the Standards in Scotland’s Schools etc. Act 2000, the Education (Additional Support for Learning) (Scotland) Act 2004 and the Equality Act 2010

Specific consideration has been given to children and young people who are Care-experienced

• extra care is required when considering reduced learning hours for a Care-experienced child or young person
• the Director of Education or another senior member of staff within the education authority is responsible for determining whether reduced learning hours is appropriate in these circumstances
• consideration should be undertaken in consultation with all relevant partners and within the context of responsibilities placed on education authorities as “corporate parents” and actions to Keep the Promise
• it is essential that decisions are informed by a multi-agency needs assessment, involving all those supporting the child or young person to evaluate the appropriateness of the approach and the potential risk of exacerbating existing vulnerabilities
• it is vital that the assessment considers the individual impact on the child and their family, including potential safeguarding concerns and impact to the child or young person’s stability, education or wellbeing

Specific consideration has been given to children and young people who are at risk

• child protection procedures are robustly applied. A reduction in learning hours is not appropriate where a child or young person is on the Child Protection Register or otherwise considered at risk of significant harm. Any such concerns must be addressed in line with established child protection policies and procedures