Tag: learning

Penguin and Twinkl to donate over 55,000 books by authors of colour to UK primary schools

  • Penguin Books UK and Twinkl are coming together to increase primary school pupils’ access to books by writers of colour, by giving away books including by Sharna Jackson and Malala Yousafzai to 500 schools across the UK.
  • Twinkl are producing a range of learning resources to accompany titles in the donation, to support teachers to integrate the new texts into their teaching. 
  • Schools can apply to receive the books at https://www.penguin.co.uk/lit-in-colour/twinkl-partnership 

Penguin Books have joined forces with Twinkl Educational Publishing to donate books by authors of colour to 500 UK primary schools.

The donation of books from Penguin, Puffin, Ladybird, and Vintage and Andersen Press forms part of Penguin’s Lit in Colour campaign, and aims to give pupils access to a wider range of authors, characters and books to tackle their stark underrepresentation in UK schools. 

Each participating school will receive 100 books, covering a range of titles across fiction, non-fiction, poetry and mythology; from much-loved classics to new voices. Authors included in the selection are Matthew A. Cherry, Malala Yousafzai, Ibtihaj Muhammad and S.K. Ali and more. Each school will also receive a class set of The Good Turn by Sharna Jackson. 

Research by Lit in Colour, carried out by Penguin Books and the Runnymede Trust in 2021, revealed a stark picture of under-representation of Black, Asian and minority ethnic authors in the teaching of English Literature in this country.

This is relative both to these authors’ place in contemporary British literary excellence and school population demographics. According to the research, 82% of young people do not ever recall studying a book by a Black, Asian or minority ethnic author, while 70% agree that diversity is part of British society and should be represented in the school curriculum. 

The research also found that a key barrier for primary school teachers was a lack of ready-made resources available from teaching sites that are focused on diverse texts. This is a significant challenge for educators who rely on these for the basis of their planning.

In response to this, Twinkl are producing a comprehensive set of learning resources that aim to make it as easy as possible for educators to create a full lesson around these titles and immerse learners through a selection of activity sheets to be used alongside the books and as follow-on activities. 

Twinkl’s comprehensive series of educational resources will cover 20 titles that will support bringing new literature to classrooms. The learning materials will consist of various worksheets and activity packs. These include 60-second reading activities, to biography fact files and writing packs. These resources will be available to freely access online and can be used in connection with Penguin’s Lit in Colour book list.

Zaahida Nabagereka, Penguin Random House’s Head of Social Impact, said: “Partnering with Twinkl on this first ever UK wide Lit in Colour Primary School donation is a really significant step in addressing the barriers the Lit in Colour report identified in 2021.

“We are committed to supporting teachers to take diverse books into their classrooms with confidence, and key to that is resources. This collaboration strengthens the argument that we can achieve more when we tackle systemic issues together.”

David Angrave, Twinkl’s Chief Operating Officer, said, “As a global education publisher, we are delighted to work with Penguin on such a meaningful campaign. Our Lit in Colour resources aim to engage learners in a wide variety of diverse titles in the classroom. Through a range of voices in books, children can discover different cultures and identifiable characters. 

“We are looking forward to continuing to collaborate with Penguin with this campaign and help build an inclusive outlook which celebrates differences and what brings us together.”

Sharna Jackson, author of The Good Turn, “When I was younger, there was a pronounced lack of access to many books that reflected my experience – as part of the curriculum, or in my school library.

“It’s why I wholeheartedly support the transformative work that Lit in Colour does to expand and enrich the curriculum. I am so incredibly proud that The Good Turn can be a small part of this change, as this donation from Lit in Colour and Twinkl will make an enormous difference to thousands of young readers who deserve to see themselves and their experience reflected in the books stocked on their school library shelves.”

To find out more about how your school can get involved with the Lit in Colour book giveaway, please visit our website.

Primary teachers can apply by completing this short form by Friday 30th September.

Education Convener: Digital access is ‘vital’ to aiding children’s learning

EDUCATION convener Councillor JOAN GRIFFITHS was joined by council leader Cammy Day on a visit to Craigroyston Community High School this week.

The policians met Head Teacher Shelley McLaren and S3 pupils who were receiving new tablet devices to aid their studies as part of the council’s Empowered Learning programme.

Every school pupil from P6 to S6 in the capital will receive their own digital device as part of an ambitious and inclusive education strategy, Edinburgh Learns for Life.

The 1:1 roll out, being carried out in partnership with the city council’s ICT services provider CGI, started last September thanks to a £17.6m boost to learning and teaching. In addition to the personal distribution additional iPads will be also be issued to P1 to P5 year groups on an agreed ratio.

Councillor Griffiths said: “I am hugely proud that our ambitious Empowered Learning programme will provide every school pupil from P6 to S6 in Scotland’s Capital with their own digital device.

“The 1:1 roll-out, being carried out in partnership with our ICT services provider CGI, started in schools across the city at the start of the year and is due to be completed in December.

“It will result in 41,000 iPads being given to pupils and teaching staff as we look to provide equality of access to digital devices and raise attainment. And it’s not just our P6 to S6 pupils who will benefit.

“In addition to their personal devices we’re providing iPads to P1 to P5 year groups on an agreed ratio and over a 1,000 across our early years settings. There will be devices for all teaching staff and we have 1,150 to cover rising rolls for the school year. So far 17,000 iPads have been delivered and the roll out completed in 76 schools.

“The next major phase of the roll out has now started with devices being distributed to our high schools. Yesterday during my visit to Craigroyston High School I saw first-hand the real impact of the scheme on pupils as they were given their own devices that will accompany them on their learning journey through school.

“The vital need for digital access to learning was never more starkly illustrated than during the pandemic when remote learning and teaching became the norm. Some pupils struggled as they didn’t have their own devices and this highlighted the importance of making sure all our pupils have the digital means to learn on a level playing field.

“The Empowered Learning programme, funded by a £17.6m investment by the Council, demonstrates this commitment and Edinburgh is pioneering the use of technology in education for teachers and pupils alike.

“But it’s not just about handing out new iPads. We have to make sure the infrastructure and training is there to support everyone. As part of the programme there will also be enhanced wi-fi coverage for all our schools and early years settings, improved collaboration and classroom management tools such as Apple Classroom. So far cabling and wireless access point installations have been completed at 106 settings.

“Also the benefits of the programme go far wider than just pupils and teaching staff having their own device. It leads to personalising learning, improving teacher feedback, preparing students for future working, collaborative on and off-line working and, crucially supporting all our efforts to raise attainment.

“I am also delighted that funding for 4 years of this programme has been agreed as part of the Council’s 2021-26 Revenue Budget Settlement.

“I firmly believe this project shows our commitment to providing our children and young people with every opportunity to succeed in their education and provide them with the skills required for their future career paths.”

Key elements of the Empowered Learning programme, which will see a phased roll out of all the devices completed by the end of 2022, include: 27,000 new iPads being issued to pupils/staff, refreshed iPads for up to 12,000 pupils/staff and expanding the wireless connectivity in schools by providing wireless access points and a comprehensive programme of professional learning for teachers.

                                                                                

Benefits for young people include:

  • Fair and equal access from P6 to S6, ensuring all pupils have personal access to digital learning with their teacher in school or at home
  • Effective digital workflow to increase engagement, improve teacher feedback and raise attainment
  • A range of innovative accessibility features to improve access to the curriculum for pupils with additional support needs
  • Pupils can work online simultaneously in a class or collaboratively outside the classroom
  • High quality digital applications for productivity and creativity, providing more ways to personalise and choose how they learn
  • Development of learning, thinking and digital literacy skills vital for success in today’s rapidly evolving, technological society

Adult Education Film Courses

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Cinephiles – why not take advantage of National Cinema Day on 3rd September to see a £3 film and use the savings to sign up for one of the adult education film courses to view, analyse, and learn about films with a very experienced tutor who can offer insights into directors, script writing and context to add to your awareness and enjoyment.

The courses will include viewing clips or short films and time for discussion.

Choose from: 

Films of Paul Laverty & Ken Loach

At Queensferry High School    Monday evenings 6.30-8.30pm 

& Brunstane Primary School Thursday evenings 6.30-8.30pm 

or

Hollywood Greats 

At Queensferry Rosebery Hall Monday afternoons 3-5pm 

or

Scotland in Film 

At Craigroyston Community High School Friday afternoon 2-4pm 

These 10 week courses start from Monday 26th September 

Enrolling now on www.joininedinburgh.org 

Or ring 0131 556 7978 or 0131 469 3003

Standard fees £87.00 – Senior / student fees £43.50 – 

Benefits of all types fees £17.25

Edinburgh International Book Festival: Get ready for the Baillie Gifford Schools Programme

There are just a few days to go until this year’s book events for schools begin!

The Baillie Gifford Schools Programme, which runs from 22 – 30 August, features a packed programme of free events created especially for schools, available in-person or remotely from your classroom.

And, if you are joining us remotely, events for schools are also available to watch at a later date on-demand, so you can catch up at a time that suits you and your pupils.

All schools’ events will be followed by an in-person book signing in our Signing Tent where authors are available to sign books, answer questions – and maybe even take a picture!

Read on for information on our learning resources, the Book Festival Village, Baillie Gifford Gala Day and discounted books for your school:

Learning lies at the heart of everything we do. We aim to foster a love of books, words and reading, and inspire people of all backgrounds and ages to explore new ideas and expand their horizons.

You’ll find lots of engaging learning resources which accompany Book Festival events on our Learning Site.

From celebrating difference, nature and feminism, to tackling climate change, sexism and mental health, the site is full of activities and resources to engage your class in discussion, spark new ideas and continue encouraging them to approach the world around them boldly and creatively.

Explore learning resources

Your visit to the Book Festival Village

All schools events take place at the Book Festival Village at Edinburgh College of Art on Lauriston Place, EH3 9DF. After two years online we can’t wait to welcome schools’ groups back onsite!

There is lots to see and do at the Book Festival, so read on to find out what more to expect:

To make sure everything runs smoothly, please plan to arrive around 20 minutes before your event is due to start. There are two entrances to our site, at 74 Lauriston Place, and just around the corner on Lady Lawson Street: if travelling by coach please ensure your driver is aware of the designated schools parking on Lady Lawson Street.

Head to our Schools Check-In Point at the entrance to the Edinburgh College of Art Main Building to be greeted by our Front of House team ,who will direct you to your venue and will give you your free books!

You are welcome to bring your own packed lunches and have a picnic in the courtyard at ECA. There are grassy areas as well as covered seating. We also have a café onsite which sells meals, snacks and drinks – there’s even rumours of a majestic pirate ship, sailing the grassy greens of the Courtyard…

Find more information about the Book Festival that may help you plan your visit, with particular relevance if you are required to carry out a risk assessment prior to your school’s visit, on the schools safety information sheet.

Baillie Gifford Gala Day is back!

Baillie Gifford Gala Day – exclusive to primary schools – returns on Tuesday 30 August for a day full of festival fun.

Alongside seven 45-minute events hosted by a range of novelists, writers and illustrators, onsite excitement this year includes festival team members, as well as pupils, dressed as their favourite animal; a chance to get up close and personal with some real-life critters and creepy crawlies; protest placard making sessions using recycled materials; and an Eco Marketplace where schools and pupils can chat to organisations fighting to protect our planet and find out how they can help.

Pupils attending in-person can also look forward to receiving a free book which they can get signed and a free goody bag to take home.

Authors taking part in Baillie Gifford Gala Day include: Polly Ho-Yen; Serena Patel; Kelpies Prize-winner Lindsay Littleson; journalist and presenter Nick Sheridan; David C Flanagan; author and climate campaigner Georgina Stevens; and editors of the Beano comic, Craig Graham and Mike Stirling.

Discounted Books for your School

We are offering 25% off any books ordered by schools through our independent online bookshop.

Visit the specially created Schools page to browse books in the programme and receive 25% off all orders placed. T

he offer applies to all books featured in the Baillie Gifford Schools Programme and the Baillie Gifford Children’s Programme and is valid until 30 September 2022.

To claim your discount simply enter the coupon code SC25BG22V at the checkout. 

Summer tour brings two fantastic authors into Scottish schools

Over 2,000 pupils to be involved via classrooms and online events

The Scottish Friendly Children’s Book Tour will bring two fantastic authors into schools this summer.

Ross Mackenzie, the recent winner of the Scottish Teenage Book Prize, will visit primary schools in Perth and Kinross as well as online from Monday 20 to Tuesday 21 June. As part of the tour he will discuss his latest novel, The Colour of Hope, a powerful adventure of a world purged of colour by an evil Emperor and the remarkable girl who might just be able to restore light and brightness to a drab, grey empire. Ross will explain how he creates his immensely likeable characters and vivid fantasy worlds, with time for pupils to ask questions.

Kate Gilby-Smith, author of Olive Jones and the Memory Thief, will visit primary schools in Edinburgh, Glasgow, and West Lothian from Thursday 23 to Friday 24 June. She will talk about Olive Jones and the Memory Thief, an ideal read for any budding scientists, tech industry pioneers and daydreamers. Kate will also use brilliant interactive activities to get children thinking about how they can come up with their own futuristic gadgets.

Ross Mackenzie is a multi award-winning author of books for children, including The Nowhere Emporium, which won the Blue Peter Book Award. He grew up in Renfrew, just outside Glasgow, and knew from a young age that he wanted to be a writer.

Kate Gilby-Smith is a children’s author and publicist based in London. While daydreaming during a philosophy of time travel seminar at the University of Edinburgh, she first had the idea for her debut book, The Astonishing Future of Alex Nobody.

The Scottish Friendly Children’s Book Tour is supported by Scottish Friendly and organised by Scottish Book Trust, the national charity transforming lives through reading and writing. During the pandemic, the tour has been delivered virtually throughout classrooms in Scotland, with educational watch on demand video content viewed over 100,000 times.

Marc Lambert, CEO of Scottish Book Trust said: “It’s wonderful that the Scottish Friendly Children’s Book Tour is able to visit pupils both in person and via online events.

“Thanks to this, we are able to visit more classrooms than ever before, and this tour alone will reach over 2,000 pupils. Both Ross and Kate are great storytellers, and we are sure they will inspire pupils across a range of ages.”

Full list of tour dates:

Ross Mackenzie

Monday 20 June

9.15am: event at Tulloch Primary – Perth

1.30pm: event at St Dominic’s Primary – Crieff

Tuesday 21 June

9.15am: event at Kinross Primary – Kinross

1.45pm: event at Fossoway Primary – Kinross

Wednesday 22 June

11am: Virtual Event 1215 pupils from 19 schools, P6 – S1

Kate Gilby-Smith

Thursday 23 June

9.30am: event at Quarrybrae Primary School – Glasgow

1.15pm: event at Castleton Primary School – Glasgow

Friday 24 June

9am: event at Gylemuir Primary School – Edinburgh

11.15am: event at Woodmuir Primary School – West Lothian

European Movement calls on Scottish Government to give young people a chance with Erasmus replacement

The European Movement in Scotland, Scotland’s leading pro-EU organisation, calls on the Scottish Government to give young people a chance and put in place a replacement for Erasmus+, the world’s biggest and most successful student exchange programme.

The Scottish Government’s decision to shelve plans to replace Erasmus+ is depriving young people of life-changing opportunities. We are calling on them to restore the opportunities afforded by Erasmus+ and implement a comprehensive Scottish Exchange Programme that enables young people from all walks of life to live, learn and work overseas.

Following the UK government’s decision to quit Erasmus+ and the EU’s block on Scotland rejoining the scheme on its own, the Scottish Government pledged to develop and implement an equivalent programme alongside their counterparts in Wales.

The Welsh Government have put their £65m scheme in place but the Scottish Government have delayed their own indefinitely.

This delay is damaging for the thousands of young people who wish to enhance their education and training by studying in Europe. Those from disadvantaged backgrounds and/or in FE colleges are feeling the biggest impact with targeted funding taken away since the UK left Erasmus+.

Chair of the European Movement in Scotland Mark Lazarowicz says: “The loss of Erasmus+ is an act of cultural vandalism and we must do everything to restore the huge opportunities it gives to students, apprentices and others.”

Learn more about The European Movement’s Campaign by visiting:

Give Young People a chance – Support a Scottish Replacement for Erasmus+

Ten tips to help your kids get the most out of exam revision

With exams well under way, millions of young people across the UK are hitting the books to brush up on their knowledge before they head into the exam hall.

But for many, who after months of home learning will be facing their first formal exams since lockdown, exam season already seems like a daunting prospect. 

But, revision doesn’t have to be scary, and to prove it virtual learning experts Minerva’s Virtual Academy have shared some of their top tips for staying focused and getting the most out of your revision.

Tidy space, tidy mind

We’re big believers in the clear desk, clear mind philosophy here at Minerva. Revision can feel like a big task and trying to work amongst lots of clutter can make things feel overwhelming. After all, you don’t want to be rummaging through stacks of science notes when you’re trying to revise Shakespeare!

A quick tidy of your workspace and gathering all of the relevant notes can be a nice way to get yourself into the revision mindset and make sure you’re focused on the task at hand.

Priorities

We’ve all got subjects that we feel more comfortable tackling and often, those are the ones we enjoy the most.  To use your revision time effectively, you should think about the subjects you’re less up to speed on and make those your priority.

Giving yourself the time to get to grips with the things you find tricky will pay dividends in the exam hall and make you feel much more confident from the offset.

Divide and conquer

It’s easy to panic and try and revise everything all at once but that’s not the best way to get your mind working at its best. Breaking your revision down into smaller chunks, whether that’s by subject or individual topic will make things much easier to navigate and also will make it easier to identify the topics that you could do with a little more help on.

You’ll likely find that you’re able to take in more information this way too as you won’t be bombarding your brain with lots of information in one go.

Timing is everything

Much like breaking your revision into chunks, the same goes for your time. Long stints of revision might seem to be the best way to cram in all that information, but it’s really not the most effective way to learn, plus it can also be boring!

Dividing your revision time into smaller 10 or 15 minute bursts will keep you engaged, stop your mind wandering and will make things feel much more manageable.

Switch off the social

We’re all guilty of getting distracted with a quick scroll through our social feeds but before you know it you can waste a huge amount of time that could have been spent getting some revision in.

Try using your ‘Do Not Disturb’ or ‘Focus’ function while you’re revising to make sure you aren’t being distracted by constant notifications or even, just switch your phone off during your revision to make sure you can really focus. 

Take a break

Revision can be mentally tiring, so it’s important to give yourself regular breaks to recharge. Step away from your workspace and try taking a walk to get some fresh air, doing some exercise or watching an episode of your favourite TV show.

Revision can feel monotonous so breaking it up to do things you enjoy will make it much easier to manage. Remember, exams are important but you still need to have a life so don’t be afraid to have a day off if you need it! 

Use your teachers

Your teachers want you to do well and they’re there to help so if there’s anything you’re not sure of, don’t be afraid to ask. Sometimes if you’re struggling with a topic, it can be as simple as someone explaining it in a slightly different way – a new perspective can really help you to get your head around things and after all, that’s what teachers are there for. 

Don’t leave it to the last minute

Sticking your head in the sand and avoiding your revision until the very last minute is a surefire way to amp up your anxiety on the way into the exam hall. Make a plan and spread your revision out in the days or weeks leading up to your exam.

You’ll learn far more this way than trying to pull an all-nighter the night before and you’ll go into it feeling a lot more prepared. 

Write it down

We’re used to doing everything through a screen (after all, we’re virtual learning experts!) but going back to basics and writing your notes with a pen and paper can be a great way to help things stick in your mind.

Also try to keep your notes as short and snappy as possible – think flash cards, minimal information, maximum impact. 

Get creative

Sometimes it’s the weird things that are most likely to stay front of mind so thinking of quirky ways to remember things can be a great way to jog your memory.

Think funny acronyms, songs, even raps – it sounds silly but you’re more likely to remember a rap about Henry VIII’s wives than a whole page from a textbook!

For more tips and tricks or to find out more about Minerva’s Virtual Academy, visit:

www.minervavirtual.com

Forrester librarian Julie wins Learning Professional Award

Julie Sutherland praised as “beating heart of school”

Scottish Book Trust, the national charity changing lives through reading and writing, has announced today (Wednesday 25 May) that Julie Sutherland, Forrester High School Librarian has been recognised with the Learning Professional Award.

Julie has been praised by her colleagues for her unwavering enthusiasm and energy. In her role as Librarian, she has provided engaging and fun opportunities for all students, bridging both the attainment gap and the poverty gap.

The Learning Professional Award, now in its sixth year, recognises a teacher or librarian who has had a powerful impact on the reading culture of young people and adults in their community.

Julie Sutherland said: “I am absolutely thrilled to win the Learning Professional Award this year. It’s hard to imagine the effect you’ve had on a young person, but they are the ones that make my day. They challenge and invigorate me and there is no better way to start the day than chatting to a bunch of teenagers, and it’s thanks to them that I am receiving this award.

“No Librarian is an island, and everything I do is possible because I’m part of a team, working with pupils, teachers, and librarians from other schools. I can do the things I do in school because of that fantastic and supportive network and in my heart this award is for all of them.

“School Libraries and Librarians have been under threat from budget and job cuts across the UK for a long time, I hope that this award will illuminate the positive effect we can have on a young person’s life.

“It’s not just about developing literacy and a love for reading, it’s about the whole person and being there for every young person that needs your support.”

Lindsay Craik-Collins, Curricular Leader of English and Media at Forrester High School said: “Julie puts her heart and soul into everything that she does, with the pupils at the centre of all of her work. She is the beating heart of our school, reaching out to support all departments and areas within. 

“Her relationships, creativity and determination open millions of doors and experiences for our students and our school community would be lost without her.”

Julie has been recognised for her hard work to encourage pupils to read, designing competitions within and across year groups, which has been hugely successful.

These competitions also linked with National level qualifications, allowing students to have fun while learning. Julie was also involved with the school’s Accelerated Reader Programme, which supported teachers to track and assess the reading of students.

Julie also worked with Advanced Higher pupils and secured an Author in Residence to support them in their course work.

Feedback from pupils describe Forrester High School library as a “safe space” before and after school.

Julie has been commended for treating pupils as individuals and taking the time to get to know their barriers to learning, their personal situations and their personalities, so as to provide a better service for them.

Her library is open for so many clubs that she runs herself, including Film Club, Animation Club and Gaming Club.

Julie’s never-ending enthusiasm and personal interest in the young people of Forrester High School has helped students feel part of the bigger school picture and that their opinions and ideas are important and heard.

Julie also supports her colleagues, having built a mini library in the staff room, so that all those working in the school have access to books at any time.

Marc Lambert, CEO of Scottish Book Trust, said: “Many congratulations to Julie Sutherland on winning this year’s Learning Professional Award. It was clear from her nomination that Julie has worked tirelessly to build a reading for pleasure culture in Forrester High School.

“She has also created a safe, comforting environment for many pupils who need a place to escape into a book. Our thanks to Browns Books for making this important award possible.”

Claire Smith, Sales Manager for Browns Books, said: ““Congratulations to Julie Sutherland on winning the prestigious Learning Professional award! With a supportive team, imagination and hard work, librarians like Julie, really do have the super-power to change young people’s lives for the better.

“Julie is a prime example of somebody works hard for the benefit of the young people she encounters and engagement with reading provides the foundations that allow young people to prosper and reach their goals. Well done from everyone at Browns Books, Julie. Keep up the excellent work!”

Run by national charity Scottish Book Trust, in partnership with Browns Books, the awardee will receive £500 worth of books to help continue their outstanding work.

Additional support for learning – the gap between ambition and reality for our children

Around a third of children and young people in Scotland’s publicly-funded schools (that’s around 233,000 pupils) need additional support. And that number has been increasing for years (writes STEPHEN MOORE, a Member of the Accounts Commission) . 

There are many reasons why a child might need additional support. These can be as varied as having a life-threatening physical condition to being a young carer. Most children and young people who need additional support go to a mainstream school, with a much smaller number going to special schools. 

The Scottish Government’s stated ambition is for all children and young people in Scotland to have the opportunity to grow up loved, safe and respected, enabling them to reach their full potential. 

Every child has the same rights under the United Nations Convention on the Rights of the Child, including the right to an education that develops their personality, talents and abilities to the full, and the right for their parents to get the support they need. Schools, councils and other public bodies are required to work together to provide the right type of support for all children and their families. But this isn’t always happening as it should. 

The needs of children and young people vary considerably. Some children only have a short-term identified need. Others have complex needs that will require ongoing support throughout their lives. Some children and young people need help involving specialist educational support as well as social work services, health services and the voluntary sector.

At their best, these multidisciplinary teams work together, enabling children and young people to get the support they need, empowering them to reach their full potential and live the life they choose. 

These ambitions aren’t, however, consistently being delivered in practice. In 2020, an independent review found that not all pupils in Scotland are always getting the additional support they need, when they need it. In many cases, individuals’ needs are not given the focus they should be. Numerous aspects of additional support therefore need to be improved. 

It’s distressing and frustrating that we repeatedly hear of the barriers that some families fight against to get the right support to help their child to learn. Too often, families are worn down by a prolonged search for the right support, and by having to manage a crisis that could have and should have been avoided. Families are partners with public services and should be regarded as such. 

On top of that, transitions between school stages – and how they are managed – can have a big influence on the success or otherwise of someone’s journey through the education system.

A child’s needs can evolve over time, from pre-school until after they have left school. Not getting the right support both at these different stages and to make moving between the stages as seamless as possible can have a lasting impact on learning, wellbeing and happiness. Public services are required to anticipate these changing needs and plan accordingly. 

Councils provide support in different ways, with a wide variation in spending on pupils who need additional support. This partly reflects the different ways services are provided and the varying costs of supporting individuals – but may also reflect local decisions by councils to prioritise between a wide range of services. 

Education aims to improve the health and wellbeing of children and young people, supporting wider outcomes such as life skills, apprenticeships and employment. This is set out in the National Improvement Framework and is embedded across the education system. School education and success shouldn’t just focus on exam results. It’s vital to monitor the outcomes that matter most to individuals who need additional support but, as we’ve said previously, information to allow this to happen isn’t always available. 

From the information that is available, even the current measures show wide disparity. We know that children and young people who need additional support don’t always get the opportunities they deserve. Overall, a smaller proportion of school leavers with additional support needs progress to a ‘positive destination’ such as college, university, training or employment. This potentially affects their life chances and personal fulfilment. 

And the proportion of children who achieve expected Curriculum for Excellence Levels for their stage at school is significantly lower for pupils who need additional support compared to those who don’t. 

Across so many areas, Covid-19 has exacerbated and deepened risks and inequalities. School closures and reductions in vital support services have intensified inequalities for children and young people who need additional support. We know that individuals who have disabilities and complex needs, along with their families, were particularly affected.

The impact on the mental health of children and young people who need additional support has also been significant. Some families have asked if their child can repeat a year at school due to the difficulties they’ve experienced, or because there was insufficient planning to move from one stage of learning to another.

However, it must be recognised that for some children who need additional support, learning at home rather than in a school environment was a more positive experience. 

The Scottish Government and councils are already working to implement changes following the independent review in 2020. These changes need to consider the wide range of services that should work together to put the child/young person and their family at the centre. Public services need to improve how they’re joining up, across professions, to plan and provide the right support to meet individuals’ needs. 

We’ve seen that many public services responded quickly to the challenges presented by the pandemic, showing that change can happen quickly and effectively to support individuals and communities. And councils have the power to improve services as they ‘build back better’. Children and young people must be given the support and access to the right services that enable them to flourish and thrive. It will be crucial to make improvements to services and staffing that ensure continuity as someone moves through the education system. 

Central to the Accounts Commission’s priorities is emphasising and reporting on the debilitating and life-impacting inequalities faced by too many across Scotland’s communities. The lack of the right support, at the right time, for children and young people who need additional support – and their families – can exacerbate and intensify these inequalities. So we will continue to focus on this important area as part of our ongoing work. 

A spokesperson for the Scottish Children’s Services Coalition commented: “The blog raises issues that we have been highlighting for several years, reiterating our concerns that children and young people with additional support needs (ASN) and their families, are on many occasions not receiving the care and support that they need when they it.

“There are still too far many barriers faced by families seeking support, often leaving them in a crisis situation that could easily have been avoided with prompt access to the appropriate services.

“While we have witnessed a more than doubling in the number of those with ASN, such as autism, dyslexia and mental health problems over the last decade, putting an immense strain on services, there has been a cut in spending on additional support for learning and a slashing in specialist educational support.

“Covid-19 has had a further major impact on those with ASN, for whom exclusion from school and lack of vital support proved devastating. This however exacerbated a situation that existed long before that and we are potentially facing a ‘lost generation’ of vulnerable children and young people, not able to access the support that they need, with a resultant impact on the economy and society.

“We would urge the Scottish Government and newly elected local authorities to work together to ensure that those children and young people with ASN are a priority and that they can access the necessary support to allow them to reach their full potential.”