Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
ASN Christmas 2012
Transcript of ASN Christmas 2012
The context of additional support needs
The legislation and policy landscape
Implications for inspection What I am going to talk about 98,523 pupils
91,550 in mainstream schools
13.8% of school population.
2.2% learning disability
Marked increase in ASNs 2008 and 2009 The context of additional support needs The learning environment
Disability or health need
Social emotional and behavioural factors Quick reminder: the current code of practice describes ASNs as arising from Living with parents abusing substances
Have parents with mental health problems
Are not attending school regularly
Are on the CPR
Are young carers Motor or sensory impairment
Very able or talented
Having experienced bereavement
Are interrupted learners
Looked after by local authority
Learning difficulty such as dyslexia Code of practice factors giving rise to ASNs Quick Task Name 10 of the 15 factors in the code of practice which give rise to ASN? Greater diversity of provision
Excellent practice in mainstream
Improving trend in special schools
Majority of complex needs schools are very good or excellent
Improving outcomes in autism Some good news:
2010/11 17.6% achieved 1+ Highers (ASN)
2010/11 55.8% achieved 1 + Highers (No ASN)
Variation in/across authorities
Lack of data on outcomes
Low expectations (CURREV) Some bad news:
Places duties on Scottish Ministers to ensure sufficient information and statistics on:
the number of children with additional support needs,
the factors giving rise to the additional support needs
the types of support provided; and
the cost of providing that support. The legislation and policy landscape Education (Additional Support for learning) Scotland Act 2004 as amended in 2009 Meeting learning needs: update on current legislation and national developments Five year plan between now and 2016 National definition of ASNs
Articulate CSP and GIRFEC Child’s plan
Improve post 16 transitions for complex needs
Report on the impact of provision for ASNs
Devolve funding to schools
Improve accountability of NHS and social work
Revise the code of practice Task Implications for Education Scotland and school inspections of ASL review How can we improve our reporting of the impact of ASN provision?
How well do we report on early years assessment of emerging ASNs? Compliments ongoing work to support implementation of the Act.
4 year plan to support aspects the legislation and focuses on:
the support available for particular groups of children or young people and areas for further support in implementation,
building capacity in staff to provide support,
law and guidance.
The Scottish Government and Education Scotland, working with local authorities, relevant health board staff and universities, as appropriate, should continue to build on the developments in guidance and advice on meeting the curricular and learning needs of children and young people with complex additional support needs within the framework of guidance and support to help those contributing to the learning of children and young Curriculum for Excellence and GIRFEC. In particular, they should provide more specific people at the earliest stages of cognitive and all round development. Recommendation 9 The Scottish Government, Education Scotland and the Care Inspectorate should work with local authorities and other relevant quality assurance agencies to develop a performance management framework to quality assure the implementation of GIRFEC and Additional Support Legislation. This should include the introduction of meaningful performance data complemented by relevant quality indicators specifically related to children and young people with complex additional support needs. Recommendation 12 Education Scotland, working with the GTCS and relevant training providers in universities, further education colleges, voluntary organisations and local authorities should consider how to lead and develop learning communities of expert professionals at local, regional and national levels to advise, support and contribute to the professional learning of teachers and other school staff working with complex additional support needs. Particular consideration should be given to how GLOW can support this development. Recommendation 2 How do we evaluate children and young people's wellbeing in inspections?
How can we provide better performance data on the effectiveness of integrated working to improve outcomes for the most vulnerable? Task The Doran Review (November 2012) The Doran Review (November 2012) Places duties on Scottish Government to:
further the rights of children and young people
promote awareness of the UNCRC
ensure collective responsibility for delivering rights for children is at the forefront of public service (GIRFEC)
define wellbeing (GIRFEC) 3 key areas for improvement Increase annual pre-school education for 3 and 4 year olds and looked after 2 year olds from 475 to 600 hours
Named person for all children from birth to 18
Care leavers helped until 25 years All public services will have to show how they are taking children’s rights forward Task How will Education Scotland take greater account of children and young people's rights in our inspections? Implications for Education Scotland Education (Additional Support for learning) Scotland Act 2004 as amended in 2009 The Children and Young People Bill Next steps Doran's Four Key Areas 1. Young carers
3. Looked after children
4. Children and young people with mental health difficulties 3 out of 21 recommendations have implications for Education Scotland What will it do? Changes are phased over four years
Bring coherence across legislation and policy
Significant steps have already been taken Task Radisson Hotel,
Glasgow18 December 2012 Additional support needs fact file 3 of 21 recommendations are specifically for Education Scotland Five Year Plan 2011 - 2016 Why do we need it? a more child-centred and joined up response to children
services that can intervene more effectively and earlier in their lives
services that listen and take full account of their views