Physical intervention in schools: draft guidance

Universal and targeted support

20. All staff have a responsibility to know and respond to the needs of the children and young people in their care; to promote and support their wellbeing and their readiness to learn. This forms the basis of the universal and targeted school-based support provided in mainstream and specialist education settings.

21. Getting it right for every child (GIRFEC) values and principles^[16], the National Practice Model^[17] and the SHANARRI wellbeing indicators^[18] provide the framework that enables the delivery of safe, positive nurturing learning environments where all children and young people are included, engaged and involved. The framework enables the joined-up needs-based assessment, planning, implementation and review of support for children and young people, and helps prioritise early and staged interventions to support children and young people's wellbeing. This framework is complemented by the provisions of the Education (Additional Support for Learning) (Scotland) Act 2004 ("the 2004 Act") and the statutory Code of Practice^[19], which further enables children and young people to receive the support they need to benefit from their education.

22. Education providers also have duties to make reasonable adjustments for children and young people under the 2010 Act. The reasonable adjustments duty under the 2010 Act is anticipatory in nature, requiring forward planning based on what may be needed for the child or young person. The Education (Disability Strategies and Pupils' Educational Records) (Scotland) Act 2002 also includes duties for education providers to develop and publish accessibility strategies to increase children and young people's access to the curriculum, access to the physical environment of schools and improve communication with children and young people with disabilities.