Notes from the end of the year

Today was my first day back at work, which is always a bit of a difficult gear change.  It was also the first day back at school for many pupils and teachers.

I am not one for New Year’s Resolutions in general, but I do want to post to the main blog more often in 2019, so I will start as I mean to go on …

This post is a bit of a round up of a few things that I wanted to write about towards the end of last year, but didn’t get around to.  So, I will just summarise them here, with the relevant links for you.  It is possible that I will return to some of these in due course, but then again, who knows?

  • The Scottish Commission for Learning Disability released their 2018 report.  The 2018 Learning Disability Statistics Scotland provides data on adults with learning disabilities from local authorities across Scotland.  The report is provisional, as Glasgow City Council’s returns were late.
  • The Children and Young People’s Commissioner Scotland published the report “No Safe Space” following a national investigation into the use of restraint and seclusion in Scotland’s schools.  It recommended (among other things) that the Scottish Government should publish a rights-based national policy and guidance on restraint and seclusion in schools. Children and young people should be involved at all stages of this process to inform its development.
  • On a similar theme, a pupil in Yorkshire has brought legal action against his school over the use of “consequence rooms” containing booths in which children sit in silence for hours as punishment for breaking school rules.  The article in the Guardian gives the details of the case, including the Dept. for Education’s response.
  • It was reported in TESS in December that due to a variety of terms being used for support staff, there is no way of monitoring levels of staffing for pupils with additional support needs.  The article: “Have support-staff numbers dropped? Who knows?” quotes Green MSP Ross Greer as describing the term pupil support assistant as “comically generalised”.  This seemed to me to be a bit of a non-story as the idea that you can quantify number of ASN staff within a mainstream school context is counter-intuitive.  The better additional support needs are understood and supported by all staff, the fewer dedicated ASN staff will be required – so a drop in these numbers should be a good thing, right?
  • The campaign for funded nursery places for deferred pupils, Give Them Time, had a useful blog piece outlining the right to defer in Scotland: “To Defer or not to Defer?
  • The UK Supreme Court delivered a judgement about Section 15 of the Equality Act 2010 (Discrimination arising from disability) in the case of Williams v. Trustees of Swansea University Pension and Assurance Scheme [2018] UKSC 65. Though not an education case, the principles apply – helpfully, the Court confirmed “the relatively low threshold of disadvantage which is sufficient to trigger the requirement to justify under this section.”
  • The Herald carried an article on Boxing Day which reported on the “Demand for radical overhaul of controversial policy on vulnerable pupils.” which quoted several sources questioning the implementation of the presumption of mainstreaming and some of the consequences thereof.  The Cabinet Secretary for Education reiterated the Government’s support for the presumption of mainstreaming.  I think most are agreed that it is not the policy which requires to be overhauled, but its funding and implementation.  (I also think the legal drafting could do with some work, but that’s another story)
  • My third newsletter hit the digital presses just before the end of term, with a focus on exclusion from school.  You can access the newsletter using mailchimp and subscribe for future editions.

And that’s it for now.  Let me know in the comments any topics you’d like to see covered here or in the newsletter.

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