Scottish report on ASL submitted to Parliament

Earlier this year, the third additional support for learning (ASL) report to the Scottish Parliament was published. Produced as a result of duty placed on Scottish Ministers in the 2009 Additional Support for Learning Act to regularly report on its implementation in the first five years, the report also includes new statistical data from local authorities which includes gathering information on the variety of support available, and cost of providing support. These reports have been themed with the most recent one focussing on transition, particularly transition from school to post school.  The work on data collection has been well received by the European Agency.

The report states 131,621 pupils in Scotland’s local authority and grant aided schools were identified as having additional support needs – representing 19.5% of all pupils and an increase of 1.5% on the numbers reported in 2012. Of the pupils with an identified additional support need the following was recorded:

  • 40,089 have an individualised educational programme (IEP)
  • 12,102 have a child’s plan (the Getting it Right for Every Child approach)
  • 3,279 have a co-ordinated support plan (CSP)

The report includes a summary of legislation and policy developments related to additional support for learning in Scotland including the Children and Young People Scotland Act, Equality Outcomes for Education, progress of the Doran report recommendations, review of Dyslexia services and consultations on ASL rights and accessibility strategies. In terms of work to be done, the report identifies that children and young people with additional support needs continue to be significantly more likely to be excluded from school than pupils who do not have additional support needs.

Following work conducted by HM Inspectors in Scotland and carried out across a range of education provision between August and December 2013, the report provides some interesting and helpful points including some recognised features of best practice in transition from school including:

  • Having clearly stated and transparent processes which are well understood by parents and carers, children and partner agencies
  • Building positive and trusting relationships with parents and carers
  • Having clear and well understood communication channels
  • Systemic and rigorous organisation and planning for effective transitions
  • Effective and clear identification of children and young people’s learning and care needs
  • Sustained monitoring and support for children and young people post transition.

For more information visit the Scottish Government's website or download the full report here.

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