Tag: learning

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.”

Twinkl Scotland partner with MOBIE

Architect and TV presenter, George Clarke, with his charity, MOBIE, have been working with Twinkl Scotland to create a selection of educational resources on housing innovation. 

Free-to-access learning materials for pupils by MOBIE and Twinkl Scotland will be available from today (21st April). MOBIE, (the Ministry of Building, Innovation + Education) was created to engage children with innovative housing designs, and give younger generations exposure to the housing industry.

Through collaborating with Twinkl Scotland, the George Clarke founded organisation hopes to attract more young people to the world of home, architecture and the built environment. The arrival of these resources is appropriately on the United Nations’ World Creativity and Innovation Day on the 21st of April.  

The freely available learning materials are suitable for ages four to 12. The theme of the resources is ‘Building our Future’, inspiring learners to apply their knowledge of Science, Technology, Engineering, Arts and Mathematics through a combined approach referred to as STEM.

George Clarke and three young engineers and architects guide classes through each design challenge and provide advice for learners. The resources have a particular focus on constructing homes sustainably.

George Clarke is a TV presenter and architect, best known from appearing on his Channel 4 programmes including The Restoration Man and George Clarke’s Amazing Spaces. His passion for housing and design is evident in his programmes.

Because of this, creating educational resources for children is a great way of making these technical topics accessible.

George says: “I am so thrilled that the MOBIE team collaborated with Twinkl to create this inspirational ‘Building our Future’ programme, enabling our youngest learners to explore environmental design ideas for our homes.

“I am amazed at the incredible range of challenges for each class, from nursery under five-year-olds to those about to go on to high school.

“I would like to wish good luck to all the pupils and their teachers. We sincerely hope that our resources will ignite passions for innovative housing and inspire the next generation of architects and designers.”

Michele McGarvey, the Country Manager for Twinkl Scotland, adds: “It’s been an absolute pleasure to work with George and his MOBIE team to create these materials. Children really are our future, and to provide them with resources that will inspire them to build innovative sustainable housing is wonderful.”

Twinkl was founded in 2010 with a mission to ‘help those who teach’. For further information about Twinkl Scotland’s Partnerships, please visit their website.

Record number of school leavers in postive destinations

Almost half of Scottish pupils go on to higher education

A record 95.5% of pupils were in a ‘positive destination’ including work, training or further study within three months of leaving school last year.

Latest figures published yesterday also show 45.1% of school leavers went on to higher education courses at college or university – the highest since records began in 2009-10.

The gap between those from the most and least deprived communities achieving a positive destination was the lowest since 2009-10.

The statistics show that for National Qualifications:

  • 87.7% of school leavers achieved at least one pass at SCQF Level 5 (eg National 5) or better – up from 85.7% in 2019-20 and 77.1% in 2009-10
  • 66% achieved at least one pass at SCQF Level 6 (eg Higher) or better – up from 63.9% in 2019-20 and 50.4% in 2009-10
  • the gap narrowed between the proportion of pupils from the most and least deprived areas leaving school with at least one pass at SCQF Levels 4, 5 and 6 or better
  • the proportion of school leavers achieving vocational awards to support them into the workplace continued to increase

Education Secretary Shirley-Anne Somerville said: “Despite the challenges of the pandemic, 95.5% of pupils were in positive destinations three months after leaving school. This reflects the resilience and hard work of our young people and all who have supported them during the past two turbulent years.

“The narrowing of the poverty-related attainment gap shown by the figures is also very welcome. So, too, is the increase in the proportion of pupils gaining vocational qualifications and in those going on to higher education in college and university.

“It is important, though, to view the statistics against the backdrop of COVID-19. Exams had to be cancelled for two years and National Qualifications were awarded using different methods. The pandemic will also have affected the choices made by some school leavers and the opportunities available to them.

“Our focus remains on ensuring that all children and young people, regardless of their background, have the opportunities they need to fulfil their potential in school and beyond.”

Commenting on the Scottish Government’s statistics for initial destinations for school leavers (2020/21), a spokesperson for the Scottish Children’s Services Coalition – an alliance of leading children’s care providers – said: “We greatly welcome the increase in school leavers with additional support needs (ASN), such as autism, dyslexia and mental health problems, entering a positive destination three months after leaving mainstream school.

“This includes the likes of further education, higher education, employment and training.

“While 92.8 per cent of 2020/21 school leavers with ASN were in a positive destination three months after leaving school, this is an increase on 2019/20 when the figure was 89.6 per cent.  For those with no ASN the figures are 97.0 per cent and 95.4 per cent respectively.

“The gap between those school leavers with ASN and those with no ASN in a positive destination has decreased from 5.8 per cent for 2019/20 to 4.2 per cent in 2020/21.

“It is deeply encouraging to see an increase in the percentage of school leavers with ASN in a positive destination and to note that this gap is narrowing when compared with those with no ASN.

“The key here is to ensure that we maintain this position when the statistics are published for those in a positive destination nine months after leaving school. The figures for 2019/20 showed a disappointing decrease on the previous year, and it is important that increased resourcing is targeted at those individuals with ASN to give them the best possible opportunities, both in the classroom and as they transition beyond it.2

“This is clearly challenging in an environment of austerity, however, the cost to society in the long term if adequate resourcing is not provided will far outweigh any potential savings made today.”

Summary Statistics for Attainment and Initial Leaver Destinations

Preparing pupils for careers in tech

£1.3 million for computing in schools

Every primary and secondary school across Scotland will receive support to refresh computing science for pupils.

Backed by up to £1.3 million from the Scottish Government, secondary schools can bid for grants of up to £3,000 to purchase additional computing science equipment, devices, software or teaching resources.

Every school will also receive two class sets pocket-sized computers that introduce pupils to how software and hardware work together.

In August 2020, Mark Logan’s independent Scottish Technology Ecosystem Review recommended increased investment to improve computing science provision in schools.

Education Secretary Shirley-Anne Somerville said: “It is essential that we have as many talented young people leaving schools with the skills Scotland’s technology sector and wider economy fundamentally depends upon.

“This investment aims to refresh computing science lessons for learners –  equipping them with the skills they need for careers in tech.”

Toni Scullion and Brendan McCart part of the Scottish Teachers Advancing Computing Science (STACS), an organisation based at the University of Glasgow to spread best practice in computing science in schools, which has received a Scottish Government grant of £67,500 to set up and run the STACS programme, said: “We are delighted to be appointed as co-leads of STACS.

“This is an incredible opportunity for Computing Science and we are looking forward to working with the dedicated teachers across Scotland who are delivering Computing Science in schools.

“This initiative recognises the importance of Computing Science as a subject in schools and the integral part it plays in Scotland’s ambition for a Digital Nation. Computing Science in education has a key role in helping to engage, nurture and inspire the next generation of talent and that journey starts in the classroom.”

The Scottish Technology Ecosystem Review of the Scottish tech ecosystem by Mark Logan, commissioned by the Scottish Government, with recommendations on how to develop a world-class tech sector.

Mark Logan, chair of the Scottish Technology Ecosystem Review, said: “It’s vital to the future supply of talent into Scotland’s tech sector that Computing Science at school level is elevated to the same level of importance as other STEM subjects. 

“The additional funding for Computing Science announced by the Scottish Government and the formation of STACS, which makes teachers major participants in advancing the subject in Scotland, are key building blocks on the way to that goal.”  

Local Adult Education Courses starting this month

Green Woodwork in the Woods

This course will focus on learning to safely carve with wood carving knives to make a range of simple useful and decorative items from twigs and small pieces of wood.

Projects may include chop sticks, butter knives, spoons, flowers, animals, birds, etc. Other tools and projects may include shrink pots, coat hooks, small bowls, brooms. It takes place outdoors.

This is a 6 week course on Tuesdays from 1am – 12 noon, starting from 22nd February.

Enrol on www.joininedinburgh.org at least a week before (14th February) to secure a place.

Permaculture Garden Design

We will use the Salisbury Centre Garden as a base to explore various elements of permaculture and garden design. Ideally there will be some practical sessions in the course as well as theoretical. Students can decide if they want to make bird boxes or other projects.

This is a 6 week course on Mondays from 1pm – 3pm starting from 21st February.

Enrol on www.joininedinburgh.org at least a week before (14th February) to secure a place.

Essential DIY

This is a fun, informative 6 week course working with wood and developing basic DIY skills, for home improvement or for making frames or other personal wood based projects.

Learn to use carpentry tools, drills, sanding machinery as well as how best to upcycle furniture and optimum ways to paint. Everyone welcome – complete beginners who want to learn about safety and simple DIY and also more advanced DIY enthusiasts who would appreciate some tips and techniques.

This is a 6 week course on Mondays from 10am – 12 noon starting from 21st February. Enrol on www.joininedinburgh.org at least a week before (14th February) to secure a place.

Edinburgh College Open Day

Edinburgh College Open Day on Friday 4 February is for school pupils looking at their options at college.

You will have the opportunity to book a place on our live Q and A sessions to find out more about the different subject areas you can study.

Book your place now:

https://edinburghcollege.ac.uk/news-and-events/events/open-days

Record number of students from deprived areas attend university

The number of Scots from the most deprived areas enrolling at Scottish universities is at a new record high.

Higher Education Student Statistics, published today, show a new overall record number of students enrolling in Scottish institutions – an increase of 8.6% compared to last year. This includes a new record high of Scottish domiciled students enrolling at university.

There has also been a large increase in the number of non-EU domiciled students – up 17% on last year.

Commenting on the figures, Higher and Further Education Minister Jamie Hepburn said: “Every young person should have an equal chance of success no matter their background or circumstance, so it is great to see the number and proportion of Scots from the most deprived areas at university hit a record high.

“By 2030, we want 20% of students entering higher education to come from Scotland’s most deprived backgrounds and the Commissioner for Fair Access has previously said that Scotland is ‘setting the pace’ in the UK in widening participation.

“Today’s data also shows the number of students enrolling at Scottish universities hit a new record high and we have seen a large increase in international students. This highlights the fact that Scotland, along with our world class higher education institutions, remains an attractive place to study and live for prospective students.

“However, we have seen a continued drop in EU students coming to study in Scotland following Brexit. EU students enrich our campus life and I hope we can still welcome many of them to our world-leading institutions.”

Higher Education Student Statistics UK 2020-21 show:

  • A record number of students enrolled at Scottish HEIs in 2020-21: an increase from last year of 8.6% (+22,385) to 282,875

Scottish domiciled                180,170         (+7.9%,   +13,120 since 2019-20)

rUK domiciled                       34,520            (+8.4%,   +2,685 since 2019-20)

Non-EU domiciled               47,630            (+17.0%, +6,935 since 2019-20)

EU domiciled                        20,550            (-1.7%,    -345 since 2019-20)

  • 16.7% of Scottish domiciled full time first degree entrants to Scottish HEIs are from the 20% most deprived areas in Scotland. This is an increase of 0.3 percentage points, or 545 entrants, from 16.4% in 2019-20.