The ninth, and final, theme within the ASL Review is “Assurance mechanism and inspection” – which sounds dull, but it extremely important. After all, there is little point in having a review and publishing a report filled with recommendations if no-one is making sure that those recommendations are actually being put into practice and making a difference for children with additional support needs.Continue reading “Potential Energy (Part 10)”
The document is called “Education Scotland: Our Recovery Year 2020/21” which does sound like they are struggling with addiction or something. To educational jargon perhaps?
It is a relatively short and easy to read document, which recognises that the pandemic has had “huge implications for the education system”. They propose therefore to “lead and support the [education] system during a ‘recovery year’ up to June 2021”.
While noting the changed context, there are some things which remain constant, including the commitment to Education Scotland’s four values (which I had not heard of before): integrity, respect, excellence and creativity. I might quibble over whether “excellence” is really a value, but there we are…
There is clearly some concern that we are not out of the woods yet, and so one of the aims is to “increase the system’s resilience to continue to support learning in the event of any future national or local lockdowns.” and one of the ES outcomes listed is that the “education system is responsive and able to move into / out of lockdown smoothly if / as required.”.
To free up capacity, the school inspection programme remains “on hold” though “targeted and risk based inspections” will be carried out as required.
This is a corporate plan document, so it’s fairly high level stuff, and perhaps not wholly surprising to see no mention of the particular impact on pupils with additional support needs – though there is a recognition in the introduction that “the impact of COVID-19 has not been felt equally .. for our different groups of learners”.
In this, the fifth part of a series on the Scottish Government (2019) Guidance on the presumption to provide education in a mainstream setting, we will be looking at the third of the “Key features of inclusion” : Achieving.
In this, the fourth part of this series on the Scottish Government (2019) Guidance on the presumption to provide education in a mainstream setting, we will be looking at the second of the “Key features of inclusion” : Participating.