Education Scotland REGIO PROJECT September 2011

UK Government Scottish Parliament 32 Local Councils

WEALTHIER & FAIRER SMARTERGREENER HEALTHIERSAFER & STRONGER 15 NATIONAL OUTCOMES 45 NATIONAL INDICATORS AND TARGETS Scotland Performs website

KEY NATIONAL BODIES INVOLVED IN SCOTTISH EDUCATION SCOTTISH GOVERNMENT First Minister Cabinet Secretary for Education & Lifelong Learning Education Scotland formed 1 July 2011 HMIE, LTS and other Scottish Government bodies SCOTTISH PARLIAMENT GENERAL TEACHING COUNCIL SCOTTISH QUALIFICATIONS AUTHORITY SCOTTISH FUNDING COUNCIL

EDUCATION AND OTHER SERVICES FOR CHILDREN IN SCOTLAND SCOTTISH GOVERNMENT 43 COLLEGES 60 PRIMARY SCHOOLS 53 SECONDARY SCHOOLS 42 SPECIAL SCHOOLS PRE-SCHOOL PROVISION 2,119 PRIMARY SCHOOLS 372 SECONDARY SCHOOLS 176 SPECIAL SCHOOLS PRE-SCHOOL PROVISION PSYCHOLOGICAL SERVICES COMMUNITY LEARNING and DEVELOPMENT OTHER SERVICES FOR CHILDREN 32 LOCAL AUTHORITIES 21 UNIVERSITIES/ HIGHER EDUCATION ESTABLISHMENTS INDEPENDENT SECTOR

The new national body supports quality and improvement in Scottish education by: leading and supporting the implementation of the new Scottish curriculum, Curriculum for Excellence; identifying and stimulating innovation and sharing successful approaches widely so others can benefit from them; promoting high quality professional learning and leadership; increasing the capacity for self-evaluation and self-improvement amongst education providers and practitioners; providing independent external evaluations of the quality of educational provision at individual provider, local authority and partners, and national levels; and providing evidence and advice to support the development and implementation of relevant national policies in education and other areas. Education Scotland 1 July 2011

Curriculum for Excellence aims to achieve a transformation in education in Scotland by providing a coherent, more flexible and enriched curriculum from “curriculum” means the totality of experiences which are planned for children and young people through their education, wherever they are being educated.

Ensuring continuous improvement in education and other services for children: the Scottish approach A Framework for Evaluating the Quality of Services and Organisations The Child at the Centre (second edition) How good is our school? (third edition) How good is our community learning and development? (second edition) How well are children and young people protected and their needs met? Quality Management in Education (second edition) Quality Management in Local Authority Educational Psychology Services 1. HMIE quality framework for reference during the external review of Scotland’s colleges

We INSPECT, REVIEW AND REPORT ON:  pre-school centres, primary, secondary and special schools  community learning and development (CLD)  colleges (including foreign language colleges from August 2011)  aspects of teacher education  care and welfare of pupils [including residential pupils]  the education functions of local councils (validated self-evaluation VSE)  voluntary organisations  education in prisons  educational psychology services

A three-way Partnership Schools evaluate the quality of their own provision... supported and challenged by the education authority backed up by rigorous external evaluation by Education Scotland.

School Inspection Framework 2011 The purpose of a school inspection is fourfold, namely to: (1)promote improvement by supporting the school to continue to improve; (2) evaluate and report on a school’s capacity to improve; (3) provide assurance to users on the quality of education; and (4) provide evidence for our national overview of Scottish education.

IMPROVING SCOTTISH EDUCATION published January 2009 Our evidence shows that Scottish education continues to demonstrate the strengths that we highlighted in the period across all sectors. Since then, further aspects of the system have moved to positions of strength and Scottish education in general is showing steady improvement. At the same time, however, a number of significant problems remain and the need for further and faster improvement has grown.

Count us in, A Sense of Belonging 22 September 2009

Bonjour Ce rapport examine les implications de la migration pour l'éducation en Ecosse.

Context Significant increase in migration in recent years From a wider range of countries Impact of recession on rates of return to home countries The movement of populations is a feature of modern society

Numbers of children and young people who have newly entered schools Education Authority2005/ / /2008 Aberdeen City Argyll and Bute Dumfries and Galloway East Ayrshire Fife Glasgow City Moray Perth and Kinross South Ayrshire

Helping new arrivals learn and achieve The importance of initial assessments Planning effectively for language development and progress in all aspects of learning Providing a suitable level of cognitive challenge Using learners’ first language as a tool for learning Providing a culturally sensitive curriculum Effective deployment of EAL staff

All children and young people in Scotland have an entitlement to a curriculum which will support them in developing their values and beliefs and enable them to:  achieve the highest possible levels of literacy and numeracy and cognitive skills  develop skills for life and skills for work  develop knowledge and understanding of society, the world and Scotland’s place in it  experience challenge and success so that they can develop well-informed views and act responsibly. (BTC 3)

Working with others EAL services Parents/carers - welcoming - helping them understand the Scottish education system - involving them in their child’s education and school life Wider ethnic and bilingual communities

Monitoring the progress of newly-arrived young people Monitoring the English language development of bilingual learners Asking new arrivals about their school experiences Evaluating learner’s success

Expectations Facilitating and recognising the contribution that newly arrived young people make to enriching the school’s ethos and culture Awareness of, and sensitivity to the potential difficulties newly-arrived learners may experience High expectations based on young people’s cognitive ability

Leadership Building capacity within the school to support the achievements of newly arrived young people Admissions and induction arrangements Well-targeted professional development

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