1. Dr Kate Hannah HM Inspectors, Education Scotland
Developments in inclusive education in Scotland

2. The role of the Inclusion Team is to provide leadership in reducing inequity in educational outcomes for all learners by developing, promoting
and supporting more effective and innovative,
inclusive practices,
influencing national policy and
contributing to the fulfilment of statutory duties in
relation to the following:

3. Role of the inclusion team
Create a positive learning environment
Guidance on universal and targeted support
World class curriculum for special schools and units
We do this by:
Providing independent evaluation
Supporting and promoting improvements in
Building the capacity of education providers to improve their performance
Sharing effective inclusive practices nationally and internationally.
Creating positive learning environments, based on shared values, where all learners are included, engaged and involved in all aspects of the ethos
and life of the school community by:
providing universal support and guidance for learners that supports them in planning next steps
and for choices and changes.
Taking account of the needs of diverse learners and providing targeted support by:
• Identifying and addressing barriers to learning

4. How do people around the world see Scotland?
O wad some Power the giftie gie us To see oursels as ithers see us!
‘To a Louse’ Robert Burns

6. Scotland Scotland is a beautiful, scenic and mysterious country

8. Contrasting images of Scotland
But there is another Scotland where YP grow up in areas of multiple deprivation and poverty and where drug and alcohol abuse and domestic violence impact of life chances and educational achievement.

9. What I am going to talk about….
The Scottish context: Education Scotland
National framework for inclusion: developments in inclusive education

10. The Scottish Context for inclusion: a national approach

11. UK Government 32 Local Councils Scottish Parliament
Who is in control in Scottish education?
Scotland falls under the jurisdiction of the UK Government.
But since 1999 we have re-established our own parliament. Some functions are totally devolved to the Scottish parliament – one of these is education.
But we also divide Scotland up into 32 geographic areas. Each area has its own local council. Each local council employs education specialists specifically to support education in their area. In fact, local councils have a statutory obligation to support, develop and improve education in their areas.

12. Scotland Performs website
National Priorities
WEALTHIER
& FAIRER
SMARTER
HEALTHIER
SAFER &
STRONGER
GREENER
15 NATIONAL OUTCOMES
45 NATIONAL INDICATORS AND TARGETS
Scotland Performs website

13. Scotland in context
671,218 children and young people in publicly funded schools
118,034 with additional support needs
19.5% have SEN
About 98% of young people in mainstream classes over 80% of the time
2,606 schools
51,400 teachers

14. What’s the problem?
Children in care perform notably less well than their peers
Many don’t receive the help they need to lead successful lives
Children under a compulsory supervision order at home attain worst of all
Considerable unmet health needs
Councils do not always have clear strategies and plans
We’ve also known for some time that looked after children and those in residential care have significantly poorer educational outcomes than other children. We know that looked after children perform notably less well than their peers, and that children who are under a compulsory supervision order at home attain worst of all. These children are also ten times more likely than their peers to be excluded from school.
There is another issue here regarding the way in which the media portray such young people

15. Missing out: a national issue
We also are aware of messages from international research, including recent OECD reports, regarding the ‘achievement gap’ between the highest and lowest attaining pupils. This diagram comes from the OECD review, “Quality and Equity of Schooling in Scotland” (2007). It clearly shows that Scotland has a bigger achievement gap than many of our comparator nations and this is a continuing cause for concern.
OECD identify a strong linear relationship between attainment and socio-economic status as well as impact of social area deprivation.

16. Missing out: a national issue
Again, we can see that the United Kingdom performs poorly, finding itself in the bottom third of the rankings for five of the six dimensions reviewed for child wellbeing.

17. What are we doing about it?
Developing a National Curriculum for Excellence framework where all learners in Scotland are entitled to a broad general education and a senior phase from years
National wellbeing indicators
Strong focus on partnership working between education, health and social services backed by legislation.
Reconceptualised SENs as Additional Support Needs backed by new legislation.
Framework supported by new Scottish Government Agency Education Scotland and 7 teacher education universities

18. The vision
Learners in Scotland will progress in one of the most effective education systems in the world, renowned for the ability of national and local partners to work flexibly together to achieve high quality and equitable outcomes for all
Our vision is that:
Learners in Scotland will progress in one of the most effective education systems in the world, renowned for the ability of national and local partners to work flexibly together to achieve high quality and equitable outcomes for all.
Our vision sets a high level of ambition and places the learner at the core of everything we do. It envisages a system in which all learners progress through personalised learner journeys which equip them with the skills they need to thrive in their chosen careers and in society at large.
Our vision is for education in Scotland to be globally renowned for its success, widely acknowledged as being one of the best education systems in the world.
Our vision has a strong focus on raising standards, yes, but also on improving outcomes in ways which seek to eliminate the inequity which currently exists amongst learners from different background and from particular vulnerable groups.
Our vision reflects our commitment to playing a lead role in promoting strong partnership working amongst the key partners supporting and delivering education in Scotland. We believe our aspirations for improvement are shared by all of our key partners.

19. Creating a virtuous cycle of improvement
Nationally shared aims and goals
applied and
developed
flexibly in
local contexts
Core principles, experiences and expected outcomes
BETTER LEARNING
knowledge
spread
effectively to
practitioners
impact
evaluated
at multiple
levels
knowledge drawn
out about
‘what works’
Pulling all the strands of policy and strategy together can be summarised as one in which we are seeking to build and support a learning system.
A learning system is one in which the strong collective engagement of a highly professional workforce creates a virtuous cycle of evidence-based improvements in practice. This virtuous cycle can drive improvement in any or all sectors of education.
Our learning system has learners at the centre and relies on a high-quality professional workforce to make it work. To function at its best it:
Ensures practitioners have broad, enabling national guidance with clear expected outcomes
Encourages local interpretation and application in practice, with incentives for well-managed innovation
Ensures evaluation takes place at appropriate levels, ranging from internal to external and local to national
Brings in external evidence from high-quality research
Is vigorous in identifying and sharing evidence about what works in ways which are wel suited to informing decision-making by practitioenrs at the front line
external research and intelligence

20. Our mission – working with our partners
To provide a national infrastructure which makes this virtuous cycle a reality…
We will provide the best blend of national support and challenge to inspire and secure continuous improvement in experiences and opportunities for all learners in Scotland.
We developed this mission statement to highlight the distinctive role that we will play in driving the Scottish approach to educational improvement, in our role as Scotland’s key national improvement agency for education.
We at Education Scotland are in a unique position of being able to plan a coherent and balanced blend of activities to support improvement in Scottish education.
This includes support and challenge activities.

21. Achieving the vision will mean…
Educational outcomes for all learners are improving
Inequity in educational outcomes is eradicated
Public confidence in education is high
If we achieve our vision, it will mean:
That educational outcomes for all learners are improving
That inequity in educational outcomes is eradicated
That public confidence in education is high

22. So what are the key approaches in our national strategy which will help us to achieve this vision?

23. Scottish Curriculum for Excellence
A national framework where all children and young people in Scotland are entitled to a broad general education and a senior phase from 3-18 years

25. successful learners four capacities attributes and capabilities
with
enthusiasm and motivation for learning
determination to reach high standards of achievement
openness to new thinking and ideas
and able to
use literacy, communication and numeracy skills
use technology for learning
think creatively and independently
learn independently and as part of a group
make reasoned evaluations
link and apply different kinds of learning in
new situations
confident individuals
with
self respect
a sense of physical, mental and emotional wellbeing
secure values and beliefs
ambition
and able to
relate to others and manage themselves
pursue a healthy and active lifestyle
be self aware
develop and communicate their own beliefs
and view of the world
live as independently as they can
assess risk and take informed decisions
achieve success in different areas of activity
To enable all young
people to become
four capacities
attributes and capabilities
responsible citizens
with
respect for others
commitment to participate responsibly in
political, economic, social and cultural life
and able to
develop knowledge and understanding of
the world and Scotland’s place in it
understand different beliefs and cultures
make informed choices and decisions
evaluate environmental, scientific and
technological issues
develop informed, ethical views of complex
issues
effective contributors
with
an enterprising attitude
resilience
self-reliance
and able to
communicate in different ways and in
different settings
work in partnership and in teams
take the initiative and lead
apply critical thinking in new contexts
create and develop
solve problems
These are the four national outcomes that we want this curriculum to deliver for all Scotland’s children and young people regardless of ability and social background.
In each case the capacity is expanded into ‘attributes’ and ‘capabilities’: it is our task to design a curriculum which will enable each child to develop these attributes and capabilities.
You see here the beginning of a winnowing tool for the review of the curriculum – any activity which is not clearly directed to achieving these aims does not earn its keep and should be removed.
The review document then explores the ethos and teaching and learning methodologies which will be needed if these outcomes are to be achieved (for example, ) It then moves on to define updated principles for the design of the curriculum. Many of these are familiar but the principles begin with challenge and enjoyment – fully evidence-based – and depth has greater prominence than at present.
Give delegates one of the four areas to think of ways in which ML lessons can develop these underlying capacities

26. It has a schematic guide which incorporates all of the key features of the curriculum

27. Curriculum for Excellence ‘contexts for learning’
ethos and life of school as a community
curriculum areas and subjects
interdisciplinary learning
opportunities for personal achievement
The curriculum framework and the qualifications system provides a range of opportunities to meet the needs of all

28. Getting it Right for Every Child
The GIRFEC framework: National wellbeing indicators with a strong focus on partnership working between education, health and social services backed by legislation.

29. Getting it right for every child GIRFEC framework
The wellbeing wheel:
8 wellbeing indicators
Safe
Healthy
Achieving
Nurtured Active
Respected
Responsible
Included
(SHANARRI)
Now embedded in our universal support systems in most schools and an important part of the reviews of children’s progress including those with SEN. Children and young people regularly assess themselves against the wellbeing indicators which are also integrated within the four educational capacities as you see on the wheel.
Also more importantly the GIRFEC framework is underpinned by legislation through the Children and Young People’s Act

30. GIRFEC and The Children and Young People (Scotland) Act 2014
Increase free early learning and childcare from 475 hours a year to a minimum of 600 hours for 3 and 4 year olds, and vulnerable 2 year olds
All children and young people from birth to their 18th birthday or beyond if they remain in school, have access to a Named Person;
Place a definition of wellbeing in legislation; and
Ensure all children and young people from birth to their 18th birthday or beyond if they remain in school, have access to a Named Person
The legislation is a universal support mechanism designed to support and drive the national policy in inclusion and improve outcomes significantly for all Scotland’s young people through earlier intervention

31. ‘Additional Support Needs’
New broader concept of
‘Additional Support Needs’
Additional support needs can arise from any factor which causes a barrier to learning whether that factor relates to
Social emotional and behavioural factors
The learning environment
Family circumstances
Disability or health need
Underpinned by Education (Additional Support for Learning (Scotland) Act 2009 (amended)

32. National framework for inclusion 2009
Revised in 2014, developed by the 7 universities offering teacher training in Scotland aiming to deliver better classroom support for pupils with additional support needs
Aims to ensure better classroom support for children with additional support needs
Government and Teacher Educators educators are providing a framework for student teachers and teachers including advance professional studies includes:
values and beliefs for inclusion
Professional knowledge
Skills and abilities for inclusion

33. Destinations of students with ASN

34. What has been the impact of this national framework for inclusion?
There is evidence in official statistics to show that in relation to attendance and attainment the trend in Scotland is beginning to move in the right direction, even if the gap between looked-after children and their non-looked-after peers is still unacceptably large. In Scotland, children living in out of home care, looked after by residential, foster and kinship carers, now have school attendance which is as good as that achieved by children who are not looked after. Almost half of this sub-set of looked-after children now leaves school with a qualification in both mathematics and English, the proportion having increased from 41% to 46% of the cohort in just two years. Addressing low attainment of children in public care: The Scottish experience, Graham Connelly and Judith Furnivall, Celsis, 2011

35. Use this for a task defining the difference between equality and equity