Supporting Learners
Provision for those with complex needs
Drawn from Conversation events with practitioners from across Scotland 2014-15
Contents
01
|
Introduction
02
|
View from Scottish Government on supporting learners
03
|
Recent examples of good practice from HM inspectors’ reports
04
|
Briefing notes
05
|
Reflecting on the entitlement to support
06
|
Reflecting on personalised learning
07
|
Legislative background and policy framework
08
|
Other relevant reports
09
|
Other useful links
3 | Supporting Learners: Provision for those with complex needs
1. Introduction
1.1 Purpose
Recently, Education Scotland, taking account of the Doran Review and findings from
inspections, organised a series of Conversations with practitioners. The purpose was to share
ways to build capacity among those making provision for children and young with complex
additional support needs. The series of three Conversations provided opportunities to hear of
national developments from Scottish Government, draw on collective expertise, consider
common aims and discuss how to continue to improve curriculum, learning, teaching,
assessment and support in this area. The events were successful in encouraging professional
dialogue to consider career-long professional development.
This resource draws together examples of best practice from inspection, guidance on key
issues and reflective questions to guide evaluative approaches. It aims to guide practitioners in
further improving their practice in supporting learners with complex additional support needs.
1.2 Background
The Doran Review noted that Scotland can be rightly proud of its inclusive approach to
education provision for those children and young people with complex additional support needs.
it highlighted good practice, and the commitment and professionalism of those working in the
sector. However it also highlighted room for improvement.
There is the recognition that we need to take stock of the current system, and to identify areas
for action that would support the cohesive child centred approach that underpins our overall
approach to policy focused on children and young people, including Curriculum for Excellence,
Additional Support for Learning and the new legislation for Children and Young People.
The report sets out a compelling vision with recommendations to improve provision. Some of
this was about doing things better, being more joined up, working more closely together. Some
of it was about doing things differently. None of it however changes the underlying principle that
Scottish education services, together with other agencies, have to aim to provide the best
opportunities for children and young people to achieve their potential no matter what their
current circumstances are. Services that allow those opportunities to be accessed need to be
inclusive, efficient, equitable and effective in meeting learners’ needs. All our children and
young people are entitled to gain the 4 capacities of Curriculum for Excellence through their
learning.
The evidence from the Improving Scottish Education publications indicated an improving
education system. In most schools in Scotland, the needs of most children and young people
are being well met with some major strengths. In 2009, HM Inspectorate of Education in
Improving Scottish Education reported the key priorities as being:
•
•
•
identifying and tackling barriers to learning before they become entrenched,
finding new ways to meet the needs of the increasingly diverse population of learners,
and
personalising learning and support to take account of individual needs, choices and
circumstances while relentlessly reinforcing high expectations.
In 2012, while reporting on progress in many areas Education Scotland, in Quality Improvement
in Scottish Education noted that much work still needs to be done to close the gap of
inequalities in opportunities and achievement for children and young people across Scotland.
4 | Supporting Learners: Provision for those with complex needs
2. View from Scottish Government on supporting
learners
Scottish Government’s Report to Parliament 2014 on implementation of the additional
support for learning Act
The Report to Parliament was published for the fourth year in March 2015.
In his foreword the Minister for Learning, Science and Scotland’s Languages stated:
“We have a clear ambition and challenging agenda in Scotland for children and young
people’s learning and are determined that all children and young people receive the
support that they need to reach their full potential. Additional support for learning plays a
key role in delivering this ambition and whilst I am reassured that broadly children and
young people’s learning needs are well met in Scotland, that does not mean that the focus
on continuing improvement can be relaxed. There are groups of children and young
people whose needs are less visible and therefore do not always receive the support that
they need. It is those groups of vulnerable children and young people that we must strive
to provide for as we continue to meet the needs of those children who are already
identified and provided for.”
The report on the implementation of the Act restated the duties on education authorities and
other agencies to provide additional support to children and young people who have additional
support needs which are causing a barrier to their learning. There are a wide range of factors
that may lead to children and young people having a need for additional support. These fall
broadly into four overlapping themes: learning environment, family circumstances, disability or
health need and social and emotional factors.
Education authorities duties include- to identify, plan and make provision for the support to be
provided and review that support to ensure it is appropriate. For some pupils, a co-ordinated
support plan may be required.
5 | Supporting Learners: Provision for those with complex needs
3. Recent examples of good practice from HM
Inspectors’ reports
These excerpts provide evaluative text from recently published HM Inspectors’ reports on key
areas of provision in mainstream, special schools and units and support services. The excerpts
offer a snapshot of very effective processes and high-quality outcomes for children and young
people with complex additional support needs.
3.1 Curriculum: supporting children and young people to learn and develop
Beatlie School, West Lothian, August 2012
Staff in the nursery and school are making very good progress in implementing Curriculum for
Excellence. The curriculum is designed to help children become independent, have positive
health and wellbeing and develop communication skills. At all stages, staff have identified a
range of enjoyable and relevant topics, such as the Olympic Games, which help children make
links across different aspects of learning. The curriculum for the senior phase has recently been
improved to provide young people with more challenging and appropriate opportunities to build
up skills for learning, life and work. In collaboration with a range of partner agencies, the school
has developed effective procedures to help young people move on successfully from school.
Hillside School, East Ayrshire, February 2014
The school supports children and young people very well to learn and develop. Staff have
devised a curriculum which provides learning experiences to meet the wide ranging needs of
learners and support them into life, learning and work. The curriculum is broad and provides
choices for young people. Staff should develop further programmes of work to ensure that they
are broad and balanced in each curriculum area. Teachers, instructors and classroom
assistants work very well together in each class to meet the needs of pupils and help them to
learn. They make extensive use of the local community and partners to enrich and broaden the
curriculum. Horse riding, sailing and producing and recording music are enjoyed locally by
pupils. Teachers provide stimulating physical education programmes for each class. These
lessons are often taught in local schools and help children and young people to develop
physical movement skills and to collaborate and learn together. Teachers and pupils use a wide
range of technology across the school to support learning and communication, and as a result
learners develop useful information and communications technology (ICT) skills.
Southcraig School, South Ayrshire, January 2012
The school has a clear vision for the curriculum which it is developing effectively. Staff are
working well together, developing comprehensive programmes for English and literacy, and
mathematics and numeracy. They provide a balance of topics which help children and young
people make links across different aspects of learning. Strong partnerships with other
educational establishments and community organisations are helping to improve and increase
appropriate choices and challenges for children and young people. In collaboration with a
range of partner agencies, the school has developed very effective procedures to help all young
people move on from school successfully.
6 | Supporting Learners: Provision for those with complex needs
3.2 Learning: How well do children and young people learn and achieve?
Camphill Rudolf Steiner, Independent, January 2012
All kindergarten children speak or communicate in their own way to confidently express their
ideas, needs, discoveries and negotiate with friends. They are making very good progress in
gaining the earliest reading skills. Children are making very good progress across almost all
numeracy and early mathematical concepts. Across the school, children and young people are
encouraged to use their communication supports well. They communicate with each other and
staff through familiar objects, symbols, pictures and voice-activated software. A few young
people read well independently and write at length with support including describing science
experiments in the laboratory. All young people have opportunities to gain an increasing range
of SQA awards at Access levels1 to 3 and a large number have achieved awards from the
Royal Caledonian Horticultural Society. A few are being supported successfully to attend
mainstream schools part time and gain further qualifications. They develop skills in enterprise
when running their own weekly café and contributing healthy home-made recipes to ‘One
Planet’ day with guests from the local community.
James Reid School, North Ayrshire, June 2013
Across the school, young people are learning well in a happy and welcoming school. Almost all
young people are enthusiastic and motivated to learn. They are safe, growing in confidence
and very well cared for. Young people enjoy very positive relationships with staff and each
other. Most young people know what their learning targets are and know their next steps in
learning. They are also developing good personal and social skills. Across all stages, young
people need more opportunities to work together in pairs or groups and to take more
responsibility for leading their learning. Young people make a strong contribution to their
school, for example, through the very active pupil council and eco group. They are very proud
of their Eco-Schools Scotland Green Flag award, and of improving play equipment in the school
grounds. Young people achieve success in a very broad range of sporting, musical and cultural
activities, including performing locally in the school choir. They also gain very important life
skills through various residential trips such as Arran Outdoor Centre.
Isobel Mair School, East Renfrewshire August 2014
Staff provide a nurturing, supportive environment which is helping children to learn and achieve
very well. Throughout the Family Centre, relationships are warm, friendly and encouraging.
Children arrive eagerly to each session and quickly settle to a good range of activities. They are
able to make choices in their activities and in accessing the resources set out for them. They
approach tasks with curiosity and enthusiasm. Many show sustained concentration and
persevere with tasks, particularly when working out how to roll balls down sloping tracks or
when using the magnets in the science area. Staff should continue to build on opportunities for
children to have responsibilities, to be independent and to make choices. The current snack
arrangements could better support social skills and independence. Home visits to each family
allow key workers to gather information on children’s individual needs. Staff continue to build on
this information once children have settled into the centre. Across the school, the sensory
support and inclusion support services, staff have excellent relationships with children and
young people. They use nurturing approaches skilfully to help children and young people feel
secure, cared for and to enable them to maximise their potential. Staff have a sound
understanding of their individual responsibilities to support children and young people to be all
that they can be.
7 | Supporting Learners: Provision for those with complex needs
3.3 Meeting learning needs: supporting children and young people to learn and
develop
Castleview School, Stirling March 2014
In the nursery and across the school, staff take very effective steps to identify children’s learning
needs and provide appropriate tasks and activities to help them to make progress. However in
a few lessons, activities could be more relevant and provide children with a more suitable level
of challenge. A few children have a shared placement with their local mainstream school. Staff
in both schools work together to plan learning and make sure those children are making good
progress. Support staff are valued team members who provide highly effective support in
school and in the community. Staff work very well with therapists and the medical team. They
draw up a profile for each child based on appropriate assessment and identify how best to
support children and their families. Parents are very positive about the help they and their
children receive from the school.
Stanmore House School, Grant-aided, April 2013
The school has excellent systems for identifying children’s and young people’s strengths and
the difficulties they face. Teaching staff work very effectively with care staff and the allied health
team to plan how best to support children and their families. In all classes, teachers take very
good account of individual learning needs and they provide very good individual attention. They
also make very effective use of a range of up-to-date technology to facilitate communication and
learning. For example, learners respond very well to the introduction of eye gaze technology to
practise numeracy skills. Children benefit greatly from many opportunities to develop their
personal interests through activities like horse-riding and outings into the community, including
in the evenings and at weekends with care staff. Classroom assistants and care staff provide
very good support for individual children across the school day and beyond. Parents think very
highly of the school and work very closely in partnership with staff.
Daldorch House School, Independent, May 2012
Staff know young people very well and provide a caring, secure and nurturing environment for
them. The school has excellent systems for identifying young people’s strengths and the
difficulties they face. All young people have a comprehensive set of plans, including an IECP,
which highlights their strengths, development needs and targets for the year. Staff use very
effective approaches to support young people’s anxieties and behaviour. This is evident in the
very positive relationships among staff and young people. Young people benefit from the
interventions of a number of specialist staff. These include speech and language therapy,
occupational therapy and music therapy. Classroom assistants and care staff provide welltargeted and valuable support for individual children across the school day and beyond. In most
classes, teachers choose activities and resources which engage and motivate young people to
learn. However in some lessons, activities could have been more relevant, stimulating and
challenging.
8 | Supporting Learners: Provision for those with complex needs
3.4 Support: Shared activities and experiences
Breadalbane Academy and Nursery Class, Perth and Kinross, May 2013
The school provides very effective support to children and young people to help them learn. In
the nursery, resources are well matched to the needs of most children. At times, the pace of
sessions could be increased to provide more challenge, particularly for higher attaining children.
Across the school and nurture bases, teachers and support staff use a variety of effective
learning and teaching approaches to meet the learning needs of children and young people.
The school identifies and prioritises support very well for learners with additional support needs.
Pastoral care is of a high standard and staff work very well to engage and support children and
young people with a diverse range of needs. The school works effectively with partners such as
the school nurse and educational psychologist to deliver positive outcomes for children and
young people. The school has a very strong caring and inclusive ethos. In further developing
the curriculum staff should increase the involvement of stakeholders, including parents. There
are very good arrangements in place to support children and young people as they move
between stages in their learning. This includes enhanced support for vulnerable children and
young people. Staff across the campus share regularly their expertise in order to improve their
practice. Staff now need to use assessment information more effectively to track progress in
children’s and young people’s learning as the curriculum develops.
Sanderson High School, South Lanarkshire, February 2013
Young people are confident, enthusiastic and proud of their school. They have very good
relationships with staff that help them to feel safe and secure. Most young people are actively
involved in their learning and can work well with others when given the opportunity. However
teachers are not always making young people aware of what they are expected to learn in
lessons. Some teachers provide feedback which helps young people to understand their
strengths and how they can improve. There is scope for this to take place more consistently in
all classes. The school has developed very strong links with its campus partner, Calderglen
High School. As a result young people are benefiting from a wide range of opportunities to
achieve success in mainstream classes, obtain additional qualifications and extend their
friendships.
Windsor Park School and Sensory Service, Falkirk March 2013
Across the school and sensory service, children and young people are enthusiastic about their
learning and enjoy being at school. They are cared for very well and feel safe and secure.
They benefit from very good learning experiences that are linked to their individual interests and
needs. At all stages, teachers structure lessons very well and involve children fully in their
learning. In a few classes, children need more opportunities to learn independently. The school
has very well-established links with Bantaskin Primary and Falkirk High Schools. Children
share the facilities, develop friendships and learn alongside their peers in mainstream classes.
There are also many social opportunities for the school communities to come together. Parents
and children value these close links. Visiting teachers of hearing and visual impairment develop
and adapt the curriculum for individual learners, in liaison with mainstream staff. Young
people’s health and wellbeing is promoted effectively across the curriculum. The school works
very well with a wide range of partners to support young people when moving into and beyond
school.
9 | Supporting Learners: Provision for those with complex needs
Kinnaird Primary School and Nursery Class, Falkirk, August 2012
Across the nursery, school and Thistle Wing, almost all children are making very good progress
in their learning. In the nursery, children listen very well to adults and to one another. They are
happy to engage in conversations and are keen to talk about themselves and what they are
doing. Children enjoy looking at books and sharing stories with adults. In the Thistle Wing, all
children have suitable individualised educational programmes. Children’s progress in both
achievement and attainment is well recorded. Children enjoyed taking part in their own informal
version of a musical. In the primary classes, almost all children are making very good progress
with their skills in literacy and numeracy. Children in the Thistle Wing are given appropriate
learning tasks and activities which effectively take into consideration their needs and abilities.
Teachers and support staff work very well together to support the learning needs of children.
Staff ensure that the work of the Thistle Wing is inclusive and of a high quality. Teachers are
becoming increasingly confident in using the experiences and outcomes of Curriculum for
Excellence. The headteacher should now ensure that all staff have a clearer shared
understanding of the whole-school rationale for the curriculum. In so doing, staff should
continue with plans to map a clearer pathway through the experiences and outcomes.
Transition arrangements for children transferring from nursery to P1 and from primary to
secondary are very effective.

10 | Supporting Learners: Provision for those with complex needs
3.5 Achievement: How well do children learn and achieve
Broomlea School, Glasgow May 2013
Children are becoming aware of how to help others through, for example fundraising for Mary’s
Meals and cancer charities. Across the school, children are enjoying learning about how to
represent the views of others through their work on the Eco Group, the Moving on Group and
the Feel Good Club. The school celebrates children’s successes by awarding them certificates
and by supporting them to showcase their work at whole-school assemblies. The school works
well with partners to help children achieve success across the curriculum. Active schools
programmes are helping children to learn about competing against others and to improve their
tennis skills. The youth music initiative is increasing children’s opportunities to perform music
confidently, both individually and in groups. The school should now explore ways of
strengthening its work with campus partners to give children opportunities for more day-to-day
contact with their peers in other campus schools.
Oaklands School, Edinburgh August 2014
Children and young people in primary and secondary classes are encouraged to communicate
in a range of different ways, including pointing, using eye gaze technology and signing, in a total
communication environment. They participate well in sensory drama sessions and enjoy being
involved in stories. The school should investigate ways to develop sequencing and early
literacy skills with learners. Children and young people are developing organisational and
money skills during shopping trips. Learners with visual impairments are improving their
understanding of space, distance and time through route maps with sighted guides. The school
has had success in improving the level of attainment for young people. It has increased the
number of subjects available and the number of SQA unit awards achieved by young people
from S4 to S6. Staff have introduced new awards such as the Personal Achievement Award
and the Junior Awards Scheme Scotland. The school has increased successfully the number of
work experience placements available to young people in senior classes.
Braidburn School, Edinburgh September 2014
The school has developed a very good range of information about children and young people’s
attainment which shows how this is improving. For example, the number of Access 1 awards
achieved by young people has been increasing over the past three years. Young people can
study and gain accreditation for a broader range of subjects. Children and young people are
increasingly involved in their school community through a range of activities which include
learners from other schools, community partners and parents. Visits to the local community,
including local shops, are helping to improve children and young people’s skills in a wide range
of situations. Children and young people continue to achieve well in local and national
competitions, for example, achieving a gold medal for Scotland at the British swimming
championships and being awarded Student of the Year at the Pride of Edinburgh Awards.
Learners’ achievements are attractively displayed in the school foyer and are celebrated at
assemblies and through regular newsletters to parents.
Linburn Academy, Glasgow, June 2013
Supported by their families and staff, young people are becoming aware of how to help others
through a range of charitable fundraising events. The recent ‘Wear it Pink’ day raised a
commendable sum for Breast Cancer Awareness. These achievements are recognised and
celebrated through school certificates at assemblies and by external awards such as the
Caledonian Award and Glasgow City Council’s Determined to Make Movies. At all stages,
young people listen and communicate very well, using symbols, signing and technology. A few
11 | Supporting Learners: Provision for those with complex needs
are making good progress with reading and writing skills at an appropriate level. Most young
people are developing well their awareness of time through the familiar routines and consistent
use of visual symbols across the day. Some can use money in cafés and shops and a few
show a good understanding of number and counting. We have asked staff to ensure young
people develop their numeracy skills further through practical activities. All young people at S4
to S6 are gaining National Qualifications at Access 1 in a broad range of subjects. Staff
recognise the need to further extend opportunities for young people’s achievements to be
accredited.
Kilmaron School, Fife, May 2014
Children and young people are making good progress and achieve well in a range of activities.
Most young people in the senior stages are attaining National Qualifications at Access 1 and 2
and National 1 and 2. Staff plan to develop opportunities for personal achievement across the
school and ensure that all young people in S4-S6 attain National Qualifications in a wider range
of subjects. Children and young people are improving their physical wellbeing by taking part in
swimming, dancing, horse riding and well-planned physical activities during lunchtime. They are
becoming aware of how to help others through charitable fundraising activities. Across the
school, children and young people communicate well using speech, symbols, signing and
communication aids. Learners are making good progress with reading and writing at an
appropriate level. Technology is used well to help children and young people communicate and
understand the relevance of literacy. For example, some learners are using the Internet and
email for research and to book visits for educational outings.
12 | Supporting Learners: Provision for those with complex needs
4. Briefing notes
At the Conversations held across Scotland, practitioners discussed the value of guidance for the
key areas for curriculum, learning and teaching, assessment and meeting learning needs.
Advice on these themes is given below.
4.1 Curriculum for those with additional support needs
1. Should the curriculum provided for children and young people with additional support
needs be based on the same principles as those used for all children and young people?
The curriculum for children and young people with additional support needs is based on the
same principles as all provisions. The curriculum should have a clear rationale based on
shared values and learners’ entitlements whilst developing the four capacities. Staff should also
have a clear and shared strategy for the development of skills across the curriculum including
literacy, numeracy and health and wellbeing including social, emotional and mental wellbeing.
The last of these is often a significant aspect of the curriculum in special schools and units. The
curriculum is designed to meet the needs of all learners and be based on the design principles
of challenge and enjoyment, breadth, depth, progression, relevance, coherence and
personalisation and choice for all children and young people. Designing according to these
principles can be challenging for staff, depending upon the nature and complexity of the needs
of the children and young people. By using the experiences and outcomes, progression in
learning can be achieved, with well-planned, joined up learning across the four contexts of the
curriculum. This inclusive approach is part of successful practice in special schools and units
and mainstream settings.
2. Is curriculum planning different for special schools and units?
Curriculum planning in special schools and units should follow the same principles as
mainstream schools. Staff should develop and refresh the curriculum on a regular basis and
manage curriculum change and innovation. To do this, they will work with a range of partners
and stakeholders (such as children, young people, parents and carers) to improve the range
and quality of the experiences and the outcomes for children and young people. Staff will
monitor and evaluate the impact and outcomes of changes to make sure that their planning
delivers the curriculum entitlements for all children and young people. There are some very
good examples in special schools of young people being involved in creating their own
curricular pathways. Staff will be designing and refreshing programmes and courses to plan a
coherent and progressive approach to learning, teaching and assessment and to ensure the
development of the knowledge, skills, attributes and capabilities of the four capacities,
responding to and meeting the needs of all children and young people. They will also be
supporting them to develop skills for learning, life and work in ways which are stimulating,
challenging, relevant and enjoyable. Again, many special schools effectively involve
community partners to put these skills into context as well as using planned trips to facilities in
the local area or work experience with differing levels of support.
3. Can staff still use the 5-14 ‘elaborated curriculum’?
Many special schools have previously found the 5-14 ‘elaborated curriculum’ to be a helpful way
to organise and plan learning for children and young people. However, this approach was
developed before Curriculum for Excellence and is not based on the contexts for learning, the
curriculum design principles including depth or the learners’ entitlements. Using the
experiences and outcomes whilst taking these factors into consideration will help teachers to
plan more effectively and more appropriately for the children and young people that they work
with. In the best schools, learning experiences across all areas of the curriculum are very well
designed for needs and interests of each individual using the experiences and outcomes of
Curriculum for Excellence.
13 | Supporting Learners: Provision for those with complex needs
4. Should children and young people with support needs be experiencing learning
across all four contexts for learning?
Teachers and support staff carefully plan opportunities for children and young people to achieve
success by taking part in the life of the school. They also plan learning activities which allow
children and young people to apply their skills across different subjects. Staff consistently
reinforce communication, literacy, numeracy and health and wellbeing skills across all planned
learning activities, both in the school and on visits and activities outwith the school. The school
will make good use of a range of contexts including real life contexts in the local community,
such as close links with local businesses and voluntary organisations, to broaden and extend
learners’ experiences. Children and young people are gaining experiences and achieving
outcomes in their learning.
5. What about the broad general education? Do all children and young people need to
encounter all experiences and outcomes?
Every child and young person is entitled to experience a broad general education. The
experiences and outcomes provide the building blocks of a broad general education. This
should be organised in such a way as is consistent with the learning needs and prior
achievements of children and young people to develop the four capacities. All children and
young people should gain experiences and encounter successful engagement with the
experiences and outcomes to the third level by the end of S3. However, some individuals will
not achieve successful outcomes in all aspects of the broad general education. It is important
that this issue is considered on the basis of individual needs rather than at a whole class or
even school level. As far as possible, consideration of this should involve the views of the
young person and their parents or carers.
6. What about the senior phase for those with support needs? Do all young people have
an entitlement to a senior phase?
Every young person is entitled to benefit from a senior phase. The Senior Phase will provide
the opportunity for learners to achieve their maximum potential through their learning
experiences, awards and qualifications in the Senior Phase. Schools now have more flexibility
to meet better the needs of all learners to increase achievement and raise attainment,
including for those learners who in the past have typically been least engaged at the Senior
Phase. Needs vary from learner to learner, establishment to establishment, and from
geographical area to area. In special schools and units this entitlement will involve working with
a wider range of partnerships that broaden the range of achievement pathways.
14 | Supporting Learners: Provision for those with complex needs
4.2 Learning and teaching for those with additional support needs
1. Should choosing tasks and activities for children and young people with more
complex additional support needs be based on the same principles as those used in
mainstream schools?
Again, the choice of tasks and activities in classrooms in special schools and units offering
provision for those with more complex needs is based on the same principles as all other
schools. Tasks and activities should be chosen for children and young people to enable them
to gain experiences in learning at an appropriate level and through age-appropriate resources.
It is also important to consider the individual learning needs of the children and young people at
the same time as choosing tasks. If the children and young people are receiving appropriate
tasks and activities they should be engaged with their learning which will help develop their selfesteem, confidence and other broader capacities. Those with individualised educational
programmes (IEPs) will be achieving their long- and short-term targets.
2. How do we best meet the needs of children and young people with more complex
needs within Curriculum for Excellence?
Across all settings there will be a range of children and young people with complex needs who
may require specific and individualised differentiation of tasks and activities to promote their
engagement in learning and support their success in achievement. Learners can be provided
with a wider range of practical situations to practice and apply skills with increasing
independence. Many learners with more complex needs may able to do parts of planned
activities within an experience and outcome due to the complexity of their needs. Planning
should take account that the ability to partially cooperate with an activity can make a
difference to quality of life for learners and parents and carers.
3. How do we know our learners are well motivated and actively engaged in learning and
best take account of the views of learners?
Staff will evaluate the extent of learners’ engagement and observe the impact of teaching on
learners as well as taking into account the impact of experiences across the four contexts for
learning including the ethos and life of the school. Successful engagement in learning will be
made through children and young people being safe, nurtured, healthy, active achieving
respected and responsible and included. The quality of relationships and mutual respect
among staff and learners are supportive of engagement and high quality experiences. Staff will
observe learners and consider the depth of engagement in activities and tasks. They will use
preferred forms of communication to analyse learners’ responses and the quality of their
experiences. Participation rates will be high and children and young people will be developing
the four capacities. Through active engagement in appropriate tasks our children and young
people will be developing and learning as successful confident and responsible learners who
contribute effectively.
15 | Supporting Learners: Provision for those with complex needs
4.3 Assessment for those with additional support needs
1. How do we assess achievement and attainment for children and young people with
additional support needs?
Having identified our learners’ support needs and provided experiences that they have
successfully engaged with, staff will want to use a range of assessment information to inform
learning and development and also to reflect on the quality of teaching. They will want to use
their interactions with children and young people to form judgments of how teaching and tasks
are to be directed to meet learners’ needs. Staff will want to provide appropriate support and
challenge and identify and address areas for development in learners’ awareness, response
and skills. Judgements about pupils' learning need to be dependable. This means that they are
valid, and measure what they are intended to. They are reliable and based on sound criteria,
providing similar information given different circumstances. Finally, they are comparable, when
compared to judgements in other classes, departments or schools.
2. How do we use the experiences and outcomes to contribute to assessment?
Staff can work with the experiences and outcomes as part of their approaches to adapting and
differentiating the curriculum, teaching and learning and approaches to assessment. When
assessing progress for those with more complex needs staff will work to derive or break down
aspects of the experiences and outcomes to provide information in sufficient detail to provide a
profile of strengths and development needs in learners’ engagement and performance. For
some children and young people with more complex needs, specific targets will be set within
their IEPs to offer appropriate targets for learners and ensuring progress in literacy and
communication, numeracy and health and wellbeing. For many young people with additional
support needs, progress should be assessed with their social, emotional and mental wellbeing
through use of the experiences and outcomes. Assessment will involve planned and highquality interactions with learners and be based on thoughtful interactions related to the
experiences and outcomes.
3. How do we assess and record progress for children and young people with more
complex needs?
Staff will discuss and share their assessments with colleagues to agree consistent standards
and use the information to plan future learning. Staff can maximise the opportunities to involve
learners in communicating their views on what to learn and how to improve, as appropriate.
Staff will record and assess to give a profile for each learner. Staff should work with
manageable arrangements for record keeping which help us to track and report on learners’
progress. Progress may not always be regular or linear. For children and young people with
more complex needs, progress in achievements may be inconsistent and present as a more
“jagged profile”.
4. How do we track progress for children and young people with more complex needs?
Teachers will track progress through a range of approaches taking account of outcomes in
engagement and achievement by children and young people. Progress can be tracked through
levels of engagement in experiences and by mapping progress across Levels in the
experiences and outcomes. Progress in achievement will be tracked through identifying how
well children and young people have achieved identified small steps in the development of the
skills and attributes within the Levels of Curriculum for Excellence. Progress in achieving
learning outcomes in National Qualifications at National 1 and 2 and other forms of certification
will mark progress in the Senior Phase.
5. How do we consider our success in developing our young people?
Staff should focus on the overall quality of learners’ achievements as well their success in
developing children and young people as successful learners, confident individuals, effective
16 | Supporting Learners: Provision for those with complex needs
contributors and responsible citizens. Learning targets set with children and young people for
individualised or personalised planning will involve them and their parents and carers in setting
and reviewing progress. Parents receive regular and up-to-date information, including written
reports, on their children’s progress across the curriculum, their wider achievements and
pastoral needs, and their strengths and next steps in learning. There is a good level of
involvement of learners and parents in arrangements for reporting and this helps to set
learning targets. A learning environment and ethos that values diversity of learners’
experiences which reflect children and young people’s decision-making, promoting an
accessible and inclusive environment?
17 | Supporting Learners: Provision for those with complex needs
4.4 Reflecting on meeting learning needs
1. Reflective questions for practitioners
To deliver the entitlement to a broad general education, how well are you:




using the experiences and outcomes within and across curricular areas and embedding
them in learning?
planning coherent programmes and courses ensuring depth and breadth in learning and
embedding assessment, including reporting on progress and achievement of levels?
planning for progression through breadth, challenge and application in learning?
increasing appropriate opportunities for personalisation and choice and personal
achievement within learning and teaching and within courses for all learners?
To choose appropriate tasks and activities which meet the learning needs of children and
young people:





how effectively do you support and challenge learners by choosing learning tasks and
activities which are matched to their needs and prior attainment?
how well does learning and our teaching on a day to day basis and across the contexts
for learning meet the different needs of learners?
how well do you reach different groups or individuals through your teaching, questioning
and communicating?
how well do you give focused, targeted and appropriate support when moving around the
classroom/playroom?
how appropriate are your expectations for different groups of learners?
In what ways do you evaluate if you have chosen the appropriate tasks and activities?



how well do you develop the skills of your learners through:
teaching styles matched to needs of groups or individuals, varied as appropriate to
content with flexible levels of support or scaffolding, and appropriate forms of
communication or language levels?
a learning environment and ethos that values diversity of learners’ experiences which
reflect children and young people’s decision-making, promoting an accessible and
inclusive environment?
18 | Supporting Learners: Provision for those with complex needs
5. Reflecting on the entitlement to support
The following reflective questions allow staff and partners to consider strengths and areas for
development in their practice, in providing personal support as an entitlement for children and
young people with more complex needs.
Review of learning and planning next steps
How effectively do we share timely feedback to our learners about the quality of their work?
How well does this feedback support and challenge their understanding of their learning and
help them to select evidence to put forward as proof of their achievements?
Is there an identified adult who knows the child or young person well with an overview of their
learning and health and wellbeing?
How well do we encourage learners to recognise breadth and depth of their learning and to
recognise how they have applied their learning in a range of situations?
How effectively are we personalising planning and reviewing through use of profiling to ensure
progress against shared high expectations? In what ways do we include the views and
expressions of learners on their latest and best achievements in or out of school in profiles?
How well do profiles through our reviewing and planning with learners, capture progress in
communication, language and literacy and numeracy and health and wellbeing as well as in
each area of the curriculum?
Gaining access to learning activities which will meet learners’ needs
How well do we identify learning needs early through analysis of robust assessment information
and ensure planned appropriate, proportionate and timely support?
How effectively are children and young people actively involved in making decisions and
choices about their learning? How frequently are they offered personalisation and choice and
do they take increasing responsibility for learning and support?
How well do we take account of risk factors including health and wellbeing as part of practice in
early intervention?
How well do teachers and partners know their learners - as learners? How effectively do they
consider whether the repertoire of learning and teaching approaches they use meets the needs
of diverse learners?
How well do we take positive and proactive steps to ensure that potential barriers to learning,
such as the learning environment, family circumstances, health or disability or social and
emotional factors are promptly identified and addressed effectively?
How well do classroom practitioners access effective levels of support to build their capacity to
engage with the needs of diverse learners? How successfully do children and young people
benefit from support at the right time in the right way?
How well are children and young people supported and challenged in their learning? How often
is support reduced as learners progress as successful learners and confident individuals?
19 | Supporting Learners: Provision for those with complex needs
Planning for opportunities for achievement
How well do we ensure skills for learning, life and work are embedded in the experiences and
outcomes and contribute to assessment, profiling and reporting in meaningful ways? How
aware are children and young people of their progress with skills for life, learning and work?
How well do we celebrate achievement in ways which are appropriate to children and young
people’s age, stage, needs and interests and which support further learning?
How effectively do children and young people develop degrees of ownership of their support
and learning through reflecting and choosing about key selected evidence of their
achievements? How well does this assist in identifying next steps in their learning?
Preparing for changes and choices and support through changes and choices
How well is effective support in place for planning for changes and choices for all transitions?
How effectively do all practitioners, staff, parents and support agencies work together to
promote continuity and progression in learning and to ensure smooth transitions?
How successfully are learners aware of future options and how well are they supported to have
high but realistic expectations, set appropriate goals and make informed choices? How well do
all learners develop skills for learning and an understanding of the world of work, training and
lifelong learning?
How robust is the information provided in profiles on communication and literacy, numeracy and
health and wellbeing for key points of transitions e.g. early years, P7 and S3.
Pre-school centres and schools working with partners
How well do we have a clear and shared understanding of what is involved in providing high
quality education for learners including those at the earliest stages of cognitive development?
How well do we use the views and expertise of all involved in the establishment’s work to inform
the development and evaluation of policies to secure improvements for learners?
How effective are the partnership approaches embedded within planned programmes and
support processes? In what ways is staff career-long learning and professional development
collaborative and collegiate?
20 | Supporting Learners: Provision for those with complex needs
6. Reflecting on personalised learning
Personalised learning ensures effective practice in meeting the needs of children and young
people. It involves strong teamwork and objective professional dialogue amongst staff and
partner professionals, and the full involvement of learners and their parents. It has a clear focus
on the needs of learners. These questions are drawn from Curriculum For Excellence Briefing
5: Personalised Learning.
The following questions will help to develop approaches further.
Assessment and identification of our learners’ needs






how well do we know learners as individuals in our schools?
what information is available to staff during transitions to ensure they have a full picture
of learners’ achievements and needs?
how well does our understanding of personalised learning include knowing the strengths
and needs of individual learners and building on their prior learning; providing structured
feedback; using a range of learning and teaching strategies; choice within learning and
within the curriculum; and taking account of individual learners’ views?
how well does our curriculum planning meet the needs of learners with more complex
needs and those at the earliest stages of cognitive development ?
how do we ensure that learners with more complex needs have individualised,
personalised and meaningful progression pathways?
how well do we use and build on learning that takes place outwith the classroom?
Planning the curriculum to offer personalised learning


to what extent do we have a shared understanding of what personalised learning
involves for children and young people with more complex needs?
what practical steps have we taken to ensure learners have the skills they need to take a
lead role in their own learning?
Offering personalised support


how effective are our arrangements to ensure that learners with more complex needs
communicate with an adult who knows them well in order to review learning and plan
next steps?
does a key adult or mentor have a holistic overview of each learner’s progress and do we
have robust arrangements to ensure they make appropriate progress?
Involving parents and partners to personalise learning


how well do parents understand what personalised learning means for their child and
how they can support/contribute to their child’s learning?
how effectively do we involve parents and partner agencies to ensure learners benefit
from the right support at the right time?
Evaluating and reviewing personalised learning

how do we know if personalising learning and support is actually happening and what
impact it is having?
21 | Supporting Learners: Provision for those with complex needs
7. Legislative background and policy framework
In 2000, the Scottish Parliament passed the Standards in Scotland’s Schools Act, which placed
the duty on education authorities to secure ‘that the education is directed to the development of
the personality, talents and mental and physical abilities of the child or young person to their
fullest potential.’ This Act included the requirement that education be provided in mainstream
schools (unless certain exceptions apply). The Standards in Scotland’s Schools Act aligns
legislation in line with Article 29 of the Convention on the Rights of the Child and Article 24 of
the United Nations Convention on the Rights of People with Disabilities.
In Scotland, this general set of inclusive approaches was enhanced with legislation
discontinuing the deficit model of special educational needs and learning difficulties towards
definitions linked to the concept of additional support needs. Under the Education (Additional
Support for Learning) (Scotland) Act 2004 (as amended), a child is defined as having additional
support needs when they require additional support to benefit from school education. The Act is
supported through its Code of Practice Supporting children’s learning.
Implementation of The Education (Additional Support for Learning) (Scotland) Act 2004 (as
amended): Report to Parliament 2013
The purpose of this report is to set out the progress in implementing the Education (Additional
Support for Learning) (Scotland) Act 2004 (as amended). The report fulfils the duties placed on
Scottish Ministers at sections 26A and section 27A of the amended Act.
Outline guidance on GIRFEC provisions in Children and Young People Act
The 'Proposal for the development of guidance to support the GIRFEC provisions in the
Children and Young People (Scotland) Act 2014’ signals the start of an engagement process
with stakeholders to develop the full statutory guidance.
GIRFEC Self-Evaluation Guide
This guide has been developed for leaders and staff teams in pre-5 establishments and schools
to support self-evaluation. It looks specifically at developing the Getting it right for every child
approach within an education setting, but fits within the overall self-evaluation framework
familiar to education professionals. The guide is an interactive resource, based on the GIRFEC
Wellbeing Wheel. It can help you reflect on, and plan for, how you can make a positive
difference for children and young people.
The National Guidance for Child Protection in Scotland
This guidance from 2014 noted that everyone working with children and their families, including
social workers, health professionals, police, educational staff, voluntary organisations and the
third sector, as well as members of the community, needed to appreciate the important role they
can play in remaining vigilant and providing robust support for child protection. The National
Guidance enables managers and practitioners to apply their skills collectively and effectively
and to develop a shared understanding of their common objective – to promote, support and
safeguard the wellbeing of all children, including those who are most vulnerable. The guidance
has a number of Sections (Sections 465-475) focused on disabled children.
22 | Supporting Learners: Provision for those with complex needs
8. Other relevant reports
Adding Benefits for Learners, 2010
An area for improvement highlighted in the Report on the Implementation of the
Education (Additional Support for Learning) (Scotland) Act 2004 (HMIE 2007) was provision for
children and young people with mental health issues. In November 2010 in their Adding
Benefits for Learners report to Scottish Ministers on progress with additional support for learning
legislation, HM Inspectors commented that, overall, little progress had been made in this area.
There were still important weaknesses in recognising the range of mental and emotional
barriers that impact on children and young people’s learning and how best to address their
needs.
Across mainstream and special schools, the needs of children and young people with significant
mental health issues were not always being met effectively. There were clear signs of improved
partnership working between education and health services but this did not always result in the
necessary types of support being provided for young people. At that time, multi-agency
planning and integrated assessments were becoming better established. When available, Child
and Adolescent Mental Health Services (CAMHS) played a very important part in meeting
children’s needs. CAMHS practitioners provided direct support to children and young people
and also advised teachers on appropriate interventions and approaches to learning. However,
across Scotland, schools and authorities reported that there was limited access to CAMHS
provision. Work was underway to establish standards for the effective delivery of CAMHS
provision.
Mind Over Matter, 2011
Following the Adding Benefits for Learners report HM Inspectors carried out evaluative work in
the area of mental health issues. The subsequent report published in March 2011 was entitled
Count Us In: Mind Over Matter Promoting and Supporting Mental and Emotional Wellbeing.
Mind Over Matter reported that schools and other educational centres and establishments did
well in:



creating a positive ethos characterised by positive relationships and mutual respect
between learners and staff.
ensuring that children and young people feel that there is at least one adult who knows
them well, listens to them, and supports them to set goals and make good choices.
providing safe and secure environments that promotes positive behaviour and a sense of
responsibility towards others.
It reported that they needed to improve in:



a whole-school strategy that sets out agreed approaches to promoting mental, social and
emotional wellbeing.
training and support for staff on how best to develop social and emotional wellbeing.
more effective arrangements in place to support young people who experience multiple
transitions - as a result of interrupted learning; who receive part of their education in
another setting or those who are moving from child to adult services.
The report proposed several key messages for pre-schools and centres, schools and colleges
to bring about improvements in the ways they promote and support positive mental health and
emotional wellbeing for all young people. These included:
23 | Supporting Learners: Provision for those with complex needs






establish clear and consistent approaches to promoting positive health and wellbeing for
all, taking account of ethos, relationships, curriculum and opportunities for wider
achievement.
review current approaches to identifying and assessing mental and emotional well-being
and ensure that staged intervention results in positive outcomes for young people.
provide continuous professional development for all staff to enable them to support the
mental and emotional wellbeing of all young people more effectively.
involve young people and parents more fully in developments to improve services and
resources for young people with mental health problems.
ensure that partners, including voluntary and community partners, are involved in
curriculum planning and support.
improve support for young people with long-term mental health problems to ensure that
they have a successful transfer from school to positive and sustained destinations.
Health and wellbeing: the responsibility of all 3-18, September 2013
Health and wellbeing: the responsibility of all 3-18 evaluated practice in the aspects of health
and wellbeing which are the responsibility of all staff and adults who work with learners. It
identified good practice and highlighted important areas for further discussion and development.
The findings presented in this report focus on the extent to which all staff in early years centres,
schools and their community partners across Scotland are working together to tackle the health
issues and inequalities that face our children, young people and their families today. Although a
number of areas for improvement were identified there were also many examples of highly
effective practice. These examples demonstrate what is possible when everyone is clear about
why health and wellbeing is fundamental to improving outcomes for learners and understands
their role in achieving successful outcomes. This report marked the determination of Education
Scotland to work with educational practitioners and the wider health and social justice
communities in Scotland to make sure that children and young people have the best possible
chances in life, now and in the future.
Getting it right for every child: Where are we now? October 2013
This report Getting it Right for every child: Where are we now? reviewed the readiness of the
education system in using GIRFEC approaches to help ensure that children and families get the
right help at the right time. Through these visits, inspectors sought to identify how fully
authorities and establishments have embedded the ten core components and associated values
and principles that are the foundations of the GIRFEC approach.
Among many positive findings, the report notes that ‘at education authority level, senior officers
show a strong commitment to improving outcomes for children, young people and families.
Overall, among senior officers, there is a sound understanding of the GIRFEC approach and of
the importance of multi-agency working’. The report also notes variability in the extent to which
GIRFEC approaches are being used, with some authorities and services embedding GIRFEC
more fully than others.
The report concluded that in order to ensure that education continues to move forward with full
implementation of Getting it right for every child approaches, authorities and establishments
need to continue to work closely with other services and take action to:


develop a shared understanding of wellbeing and that it is everyone’s responsibility to
promote and support the wellbeing of every child and young person.
facilitate training for all staff to support effective delivery of the roles of named person and
lead professional and the use of the national practice model.
24 | Supporting Learners: Provision for those with complex needs



agree and implement a single planning process.
establish more meaningful partnership working with parents including helping them to
know about the getting it right approach.
actively promote and demonstrate Getting it right approaches across their council area.
The implementation of GIRFEC as part of the Children and Young People Act will lead to
conditions that should further improve provision for children and young people, engage more
effectively with parents and coordinate more effectively the work of professionals to meet the
needs of children and young people.
25 | Supporting Learners: Provision for those with complex needs
9. Other useful links
The Doran Report and associated Scottish Government response
The Right Help at the Right Time in the Right Place. Strategic Review of Learning Provision for
Children and Young People with Complex Additional Support Needs.
Meeting the needs of Scotland’s children and young people with complex additional support
needs.
Useful training materials
Training materials for teachers of learners with severe, profound and complex learning
difficulties
From England the following training materials at the above link are very useful in covering key
issues regarding developments for those with more complex additional support needs.
CALL Scotland
CALL (Communication, Access, Literacy and Learning) Scotland is a unit within the University
of Edinburgh. CALL is both a Service and a Research Unit. Service activity is limited by the
amount of staff time available, but is open to anyone in Scotland concerned with communication
difficulties, particularly in a learning context.
A literature review on multiple and complex needs
Rosengard, Laing, Ridley and Hunter Scottish Executive (2007)
European Agency for Special Needs and Inclusive Education
The European Agency for Special Needs and Inclusive Education is an independent
organisation that acts as a platform for collaboration for its member countries in the field of
special needs and inclusive education. They aim to ensure equity, equal opportunities and
rights for people with disabilities and/or special educational needs. Read the report on a
thematic session for those with profound and multiple needs. Learners with profound and
multiple learning disabilities, Report of a thematic session, Malta 2011
Professional Focus Papers and Resources for National Qualifications
Within GLOW Education Scotland have published series of Professional Focus Papers for
National Qualifications at National 1 and National 2. The Focus Papers have some generic
advice on approaches to teaching and learning as well as some more specific points for
different curriculum and subject areas.
The Focus Papers complement resources and advice from the SQA at National 1 and 2 and
also a series of support materials published by Education Scotland. This package of resources
and support materials cover 15 subject and curriculum areas at National 1 across 76 Units while
at National 2 there are 12 subject and curriculum areas with advice for 12 Courses.
26 | Supporting Learners: Provision for those with complex needs
Education Scotland
Denholm House
Almondvale Business Park
Almondvale Way
Livingston EH54 6GA
T +44 (0)141 282 5000
E enquiries@educationscotland.gov.uk
www.educationscotland.gov.uk
© Crown Copyright, 2015
You may re-use this information (excluding images and logos) free of charge in any format or
medium, under the terms of the Open Government Licence providing that it is reproduced
accurately and not in a misleading context. The material must be acknowledged as Education
Scotland copyright and the document title specified.
To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-governmentlicence/version/3/ or email: psi@nationalarchives.gsi.gov.uk .
Where we have identified any third party copyright information you will need to obtain
permission from the copyright holders concerned.