4. The language to describe professionals or the workforce throughout the report is interchangeable, and reflects the different ways in which those professionals describe themselves.
5. Aged between 12-15, subject to assessments of capacity and consideration of impact on wellbeing.
6. As defined at section 29(1) of the Education (Additional Support for Learning) Act 2004 (as amended)
9. Due to the emergence of the Covid-19 pandemic and the need for the Scottish Government and Local Government to focus on an overriding priority of responding to it, publication of this report was slightly delayed.
10. Annex A
11. For Example, the Independent Care Review, review of the GTCS Professional Standards, etc.
15. Many thanks to the Young Inclusion Ambassadors for providing the headlines for this section.
17. The Education Management Information System
18. Local Authorities have different approaches to provision of support provided at each stage.
21. The term "family "will be used throughout the rest of the report encompassing this definition.
24. For example, Keys to Life is a positive reference point for consideration.
28. Annex A
31. An example of a nurture approach: https://www.glasgow.gov.uk/article/18943/Nurture
32. E.g. https://implementationscience.uconn.edu/ Implementation science is the study of methods to promote the integration of research findings and evidence into the practice and policy of education and research. The goal of implementation science research is to understand professionals' behaviour related to the uptake, adoption, and implementation of evidence-based interventions.
36. Timescales as set out under the Education (Additional Support for Learning) Act 2004 (as amended)
39. Fixsen, D.L., Naoom, S.F., Blase, K., Friedman, R.M., & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. National Implementation Research Network, University of South Florida.
41. Sharples, J., Webster, R. and Blatchford, P. 2018. Maximising the impact of Teaching Assistants. Education Endowment Fund. https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/maximising-the-impact-of-teaching-assistants/
43. Scottish Negotiating Committee for Teachers (https://www.snct.org.uk/)
46. In connection with this, many parents described mixed or negative experiences of parenting classes. Whilst many spoke of feeling it was a "price to be paid" for getting support for their child or young person, there was also acknowledgement by many of (some) value although not as a substitute for support for their child or young person
47. Annex B
49. The key point of principle included in Included Engaged and Involved Part 2: A positive approach to preventing and managing school exclusion states " All behaviour is communication"
50. For example, the Independent Care Review
52. In a small number of situations, testimony provided to the Review resulted in the Chair activating a safeguarding process.
56. As per Section 23(2) of the Education (Additional Support for Learning) Act 2004 (as amended)
68. For example, Keys to Life is a positive reference point for consideration.
73. Scottish Negotiating Committee for Teachers (https://www.snct.org.uk/)
77. A pupil having a disability may not necessarily have an additional support need. The two terms are not interchangeable. An additional Support Need arises where there is a barrier to learning as a result of the circumstances of the pupil. A pupil may have a disability, which as a result of other measures may not cause a barrier to their learning. In 2018, 17,447 pupils were recorded as having a disability. Table 1.9 https://www2.gov.scot/Topics/Statistics/Browse/School-Education/dspupcensus/dspupcensus18
80. Destination categories are broken down by Additional Support Need and presented within Table L3.1 of https://www2.gov.scot/Topics/Statistics/Browse/School-Education/leavedestla
104. Some of the engagement noted below was carried out by Joanna McCreadie on behalf of the Chair
105. The ASL summit brought together a range of stakeholders with the main aim of sharing good practice across additional support for learning.
106. ASLIG is chaired by Jan Savage and comprises of representatives from Scottish Government, Education Scotland, COSLA, ADES, Children in Scotland, NPFS, EIS, ASPEP and Unison
107. A range of stakeholders were invited to this focus group. Those who attended included representatives of Education Scotland, NPFS, Let's Talk ASN ,My Rights, My Say , AHP CYP Lead, National Autistic Society, Scottish Autism, For Scotland's Disabled Children (fSDC), Scottish Sensory Centre, CYPCS and A24 Scotland
108. A conference for pupil support assistants organised by Children in Scotland
109. A further 4 focus groups were held by NPFS in Aberdeen, Aberdeenshire, Inverness and Dumfries. A summary of the key points raised during these focus groups was shared with the Chair. The report from these focus groups is available on NPFS's website: https://www.npfs.org.uk/2020/06/19/additional-support-for-learning-review/
110. This session was organised and supported by My Rights, My Say
111. Each local authority designed their own programme for this engagement. Many included engagement across a range of individuals, including local authority staff, school and early years staff, parents, children and young people and others involved in supporting children and young people.
112. Planned visits to Highland Council and Scottish Borders Council were unfortunately postponed and could not be rescheduled in time for the completion of phase 2.
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