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MISSING OUT
A report on children at risk of missingout on educational opportunities
HM Inspectorate of Education 2006
MISSING OUT
A report on children at risk of missingout on educational opportunities
© Crown copyright 2006
ISBN: 0-7053-1084-1
Communications UnitHM Inspectorate of EducationDenholm HouseAlmondvale Business ParkAlmondvale WayLivingstonEH54 6GA
Tel: 01506 600 200Fax: 01506 600 337E-Mail: [email protected]
Produced for HMIE by Astron B44757 01/06
Published by HMIE, January, 2006
This material may be copied without further permission by education authorities and education institutions in Scotland for use in school self-evaluation and planning.
The report may be produced in part, except for commercial purposes, or in connectionwith a prospectus or advertisement, provided that the source and date therefore are stated.
Page
Foreword 1
1. Introduction 3
2. Context 4
3. Characteristics of low-attaining young people and therisks and barriers they face 6
4. The achievement gap 8
5. What works in raising achievement? 9
6. Curriculum, Learning and Teaching 11
7. Leadership 13
8. Partnerships 15
9. How can we move forward? 16
10. References 18
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Contents
Foreword
Most of our young people perform well at school and leave appropriately prepared for the
next stages in their lives. There are, however, a number of our young people whose life chances
are considerably reduced through low achievement at school, many of whom end up in the
group who are not in education, employment or training (the NEET group). By the age of 21,
a young male who has been in this group for six months is three times more likely than
average to have mental health issues, five times more likely to have a criminal record and six
times less likely to have any qualifications. Responding effectively to the needs of this group of
young people while they are still at school is complex. Their problems are not new, nor are
they soluble by schools entirely on their own. Various forms of social disclocation, often
associated with deprivation, pose immense challenges to us all. However, it remains essential
that the needs of these young people are addressed strategically and individually by all of the
public services which exist to support them and their families.
A number of important steps have been taken nationally to create a better strategic context.
Ambitious, Excellent Schools sets out a range of measures designed to raise the ambitions of
schools, instil belief and ambition in pupils, extend their opportunities and transform their life
chances. The Additional Support for Learning Act applies not only to educational services, but
to a range of agencies, including social work and health. Together with Getting It Right for
Every Child, it encourages services to work together to support children at risk of missing out
and to improve their educational achievements.
Real improvement will, of course, only be achieved through the direct actions of our schools,
teachers and the full range of social services. For those actions to be well focused and effective,
we need to be clear about the precise nature of the problem to be addressed. We should reflect
carefully on why local authorities vary in the proportion of pupils they have in the lowest
performing twenty per cent nationally. It is crucial that schools and providers of services to
children and young people are aware of the factors at play for children who are at risk of
missing out on educational opportunities.
A number of signposts to effective practice in schools come through from inspection. Early
identification and prompt intervention are essential. Responding to each young person as an
individual, maintaining high expectations and providing relevant, challenging and enjoyable
learning experiences can all contribute to sustaining early gains. The emphasis placed within
A Curriculum for Excellence on developing the capacities of our young people offers opportunities
to create a curriculum which will prepare young people more effectively for life after school.
Determined To Succeed also helps by pointing the way to a much better understanding of the
role of enterprise in the educational experience of all pupils.
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The problems which lie behind underachievement are not amenable to quick or easy solutions.
There is encouraging evidence from a recent international study that Scotland is closing the gap
in attainment. Sustaining that improvement will require effective and determined leadership at
all levels in the system. Since the publication of Count Us In (2002), HMIE has taken a number
of steps to identify and spread best inclusion practice. This report is a further contribution to
that process. We will soon be publishing materials on excellence in schools that focus on ways
in which we can improve further the effectiveness of schools for all childen and young people.
To achieve excellence, we must ensure that those children at risk of missing out do not.
Graham Donaldson
January 2006
1. Introduction
Over the period 2003-2005, HM Inspectorate of Education (HMIE) carried out a task to investigate
some of the approaches which schools and education authorities are taking to raise the attainment
and achievement of all pupils. This report aims to highlight characteristics of good practice,
raise issues and suggest further ways of improving the overall performance of pupils.
In carrying out our investigation, we focused particularly on approaches aimed at improving
the performance of the lowest-attaining 20% of pupils. We sent questionnaires to all education
authorities and a sample of schools across Scotland, examined relevant statistics and carried out a
literature search on aspects of under-achievement. We also visited a number of primary and
secondary schools with effective practice in tackling underachievement. In addition, we drew
on evidence from related tasks and from our national inspection programme.
As well as revealing some good practice, our findings highlighted a number of issues including
a lack of consistency and clarity across Scotland in identifying, measuring, and tackling
underachievement for the lowest-attaining pupils.
Some questions explored in this report include the following.
• Is the gap in attainment between the lowest-attaining 20% and others being measured
accurately?
• What are the key characteristics of children and young people in the lowest-attaining 20%?
• Are schools and education authorities clear about which of their pupils fall within the
lowest-attaining 20% nationally, and which approaches to improving their attainment are
most effective?
• How can we identify these children and young people as early as possible in order to
address their needs?
• What approaches are being used in schools and education authorities to improve the
achievement and attainment of all pupils, but especially of the lowest-attaining 20%?
• Are any features of the work of schools and/or education authorities restricting
improvements in the performance of the lowest-attaining pupils?
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2. Context
The Scottish Executive’s Ministerial Task Force on Poverty and Inclusion published its first report,
Social Justice: a Scotland where everyone matters, in November 1999. The report set out the
Executive’s vision, policy and targets for tackling social exclusion in Scotland. The following
two of the five themes are important for this report.
For Children
• Defeat child poverty in Scotland within this generation.
• Ensure that all children in Scotland are able to read, write and count to a level appropriate
for their learning ability on leaving primary school.
For Young people
• Make sure that every young person leaves school with the maximum level of skills and
qualifications possible.
• Make sure every 19 year old is engaged in education, training or work.
From September 2004, the social justice strategy has focused on Closing the Opportunity Gap.
The targets for improvement include the following.
• Reduce the proportion of 16-19 year olds who are not in education training or employment
by 2008.
• By 2008, ensure that children and young people who need it have an integrated package
of appropriate health, care and education support.
• Increase the average tariff score of the lowest attaining 20% of S4 pupils by 5% by 2008.
• By 2007, ensure that at least 50% of all ‘looked after’ young people leaving care have
entered education, employment or training.
More recently, the Scottish Executive has published a report on the NEET ‘workstream’ as part
of its Employability Framework for Scotland and a NEET Literature Review which examines some of
the issues and risks facing young people at the transition stage of leaving school. In terms of
school education, a powerful driver for change for children at risk of missing out (and who
subsequently may become part of the NEET group) is the implementation of the Additional
Support for Learning Act along with the associated Supporting children’s learning: code of practice.
The Act places duties not only on educational services, but on a range of agencies to work
together to support children at risk of missing out.
Within the context of community planning, Integrated Children’s Services Planning has been
introduced to assist local authorities, NHS Boards and their local partners to deliver successful
outcomes for children and young people. This relies on an integrated, holistic approach among
service providers working closely in partnership together with the young person and their family.
Getting it Right for Every Child is the Scottish Executive’s review of the Children’s Hearings
system. In addition to proposals for change, the review recommends a unified approach to
children’s services requiring a single assessment, one plan and a greater focus on outcomes.
The National Review of Guidance sets out standards of personal support for children and young
people in schools and clarifies roles for staff involved. In this regard, all staff need to be aware
of the difference that positive relationships can make to the lives of young people.
An integrated system of inspection of children’s services will be introduced by 2008. It will
evaluate the impact and quality of outcomes for children and families and the effectiveness of
joint working across services. Inspections will cover all services for children including education,
health, social work, social care, youth justice and police. The inspection framework
complements the Scottish Executive’s quality improvement framework.
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3. Characteristics of low-attaining young people and the risks and barriersthey face
A main way of identifying the lowest-attaining 20% of pupils has been through analyses of the
‘tariff scores’ derived from pupils’ performance in Scottish Qualifications Authority (SQA) courses.
The tariff scores give some indication of the numbers and characteristics of young people with
the lowest scores.
The lowest-performing group of pupils includes:
• a higher proportion of males than in the population as a whole;
• over twice the proportion of pupils registered to take free meals;
• a higher proportion of looked-after children;
• a higher proportion of pupils with undeclared ethnicity;
• a higher proportion of pupils recorded as having an Individualised Educational Programme
(IEP) or Record of Needs (RoN)1; and
• a relatively high proportion of pupils in the ‘missing’ category – pupils who are so disengaged
from the school system that the school may not hold any information about them.
A challenge for schools faced with the current national target, which is an aggregate across
schools, is to identify those pupils in the school who are in the lowest performing 20% nationally.
A more useful perspective is to examine the barriers and ‘risk factors’ facing each pupil. Recent
research reviews point to factors associated with being at risk of missing out on opportunities.
Supporting children’s learning: code of practice identifies four main categories of factors which
may hinder effective learning. These factors can be described as follows.
• Learning environment
– For example, unsuitable learning and teaching, ethos or curriculum; poor relationships; low
attainment and the associated stigma; and lack of incentive to invest effort in further
educational gain.
• Family circumstances
– For example, deprivation and poverty; parental health problems or drug/alcohol misuse;
young carers; young parents; looked after children; and weak family support networks.
• Health or disability
– For example, sensory impairments; language difficulties; autistic spectrum disorders;
learning difficulties; mental health problems; and drug/alcohol/substance abuse.
• Social or emotional factors
– For example, bullying; discrimination; challenging behaviour; offending; and truanting.
1 The opening of Records of Needs is being phased out following the introduction in November 2005 of theAdditional Support for Learning Act.
In order to identify pupils affected by these factors, schools have to assess the risks facing each
pupil and how best to address their personal needs. For most pupils, their needs will be met
through providing high quality learning experiences and effective personal support and advice,
the normal work of an excellent school. For others, an analysis of their needs and the risk they
face will reveal that additional support is required. Schools cannot provide all the support
themselves. This is recognised by the duties placed on other agencies to work in partnership
with schools in supporting those pupils who need it in order to raise their levels of achievement.
Schools need to be more proactive in seeking and expecting such support. In the case of
secondary schools, staff must also ensure that, as new approaches are explored and adopted in
pupils’ support and guidance, these approaches are targeted at tracking pupils’ progress and
reducing barriers to learning.
The highest proportion of low-attaining pupils live in the most deprived areas of Scotland.
For example, twice the expected proportion of pupils who leave school with no qualifications
are to be found in the 15% most deprived areas of Scotland. Deprivation and low achievement
are inextricably linked, and this link persists over time and across generations. A multiplier effect
comes into play too. The greater the number of risk factors, the greater the likelihood that low
attainment will get worse. Consequently, approaches that target resources to where they are
most needed should continue to be adopted.
Individual schools and intervention programmes do make a difference in raising the performance
of low-achieving pupils and increasing their life chances. It is therefore essential that we identify
vulnerable children and young people at the earliest possible stage in order to address their
needs and break the downward spiral of under achievement. Once identified, pupils’ progress
should be rigorously and continuously monitored so that prompt intervention can take place at
the first sign of difficulty. Evidence from Better Behaviour-Better Learning, shows the value of
prompt and staged intervention approaches.
Taking a close look at the relationship between the group of pupils with the lowest recorded
attainment and the post-school NEET group shows that the issues are not straightforward.
Some pupils do not get credit for their successes. Many pupils with additional support needs
attain well against their personal objectives at school but do not necessarily gain high tariff
scores. The NEET group contains many ‘gap-year’ young people who will not pose long-term
problems. In addition, the composition of the NEET group can be fluid, particularly in the first
year after young people leave school and it remains a challenge for education authorities to find
reliable statistics to describe this group. Nevertheless, schools and education authorities need
to pay more attention to leavers’ destination figures. Authorities should consider how best to
work with other agencies and partners such as Careers Scotland to track the destinations of
young people over a longer period. They should develop their understanding of the relationships
between the lowest-attaining pupils, the NEET group and wider community developments and
support for families with a view to improving – and sustaining – positive leaver destinations.
The Scottish Executive will shortly publish a comprehensive strategy for tackling the issues
surrounding the NEET group with a view to improving the outcomes for those concerned.
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4. The achievement gap
Tariff score2 analyses indicate that the average attainment of the highest-performing pupils at S4,
in terms of SQA National Qualifications (NQs), is gradually increasing whilst the figures for the
lowest-attaining 20% of pupils have remained fairly constant in recent years. This suggests that
the ‘gap’ in attainment is increasing slightly. However, whilst tariff scores have some value in
identifying the characteristics of low-attaining pupils, we should be cautious about using them to
quantify any attainment gap. Tariff scores do not count successes in NQ units that are not part of
full courses and do not take account of some award-bearing courses, such as Right Track, the
Princes’ Trust XL, Award Scheme Development and Accreditation Network courses, and Duke of
Edinburgh Awards. In addition, no account is taken of other broader areas of achievement such
as work experience, residential experiences, arts and cultural activities or enterprise activities.
In order to have such award-bearing courses recognised, it is important to have these placed
appropriately on the SCQF sysem so that they can be measured in equivalent terms to NQ and
other awards.
Not all pupils in the lowest-attaining 20% of pupils are performing poorly. Some pupils with
additional support needs who achieve highly against personal targets are counted among the
lowest-performing 20%. For some of these pupils, SQA courses are not appropriate. Indeed
pupils with additional support needs may have successfully achieved or exceeded their targets
but the tariff score does not take this into account. Current tariff scores denote differences in
attainment amongst higher-attaining pupils by larger numbers of additional points than is the
case for lower-attaining pupils. For example, a pupil who improves from a B to an A Grade at Higher
gains 12 points, but a pupil who improves from a B to an A at Intermediate 1 gains four points.
Other sources of information can help in analysing these issues. The Programme for International
Student Assessment (PISA) provides an alternative perspective on the achievement gap. This project,
run by the Organisation for Economic Co-operation and Development (OECD), assesses the
performance in reading lieracy, mathematical literacy and scientific literacy of 15-year-old
students in its member countries. The PISA 2003 results suggest that Scotland is closing the gap
in attainment. It indicates that between 2000 and 2003, the performance of the lowest 25% of
students in reading literacy has improved, and that the gap in scores narrowed by 15%. Whilst
this was not statistically significant, no other OECD country had narrowed its gap in scores by as
much. Scotland had the smallest gap in mathematical literacy.
We know that pupils’ early experiences are critical to their future success. The national 5-14 data
for reading, writing and mathematics shows that the proportion of pupils who are not achieving
the expected level is falling, which is good news. However, the proportion of pupils exceeding
the expected level is rising at a slightly higher rate so the gap at 5-14 is slowly increasing. It is
important that the future Scottish Survey of Achievement builds in the ability to analyse changes
in the performance of the lowest-achieving group to track changes over time.
In the light of the differing conclusions that can be drawn from the various sources of information
2 Average tariff scores are based on the Unified Points Score Scale which is an extended version of the Universities andColleges Admission Service (UCAS) Scottish Tariff points system.
about the differences between low- and high-attaining pupils it is more constructive to focus on
improving the achievement of pupils in the lowest-attaining group nationally. We should focus
more on the extent to which schools can improve the achievement of particular groups, what
works in removing barriers, and how to assess risks and meet pupils’ needs rather than on
measuring differences in performance between groups.
Overall, we should seek excellence by aiming to raise the attainment of children and young
people in a way which enables all of them to reach their potential, and reduces the overall spread
of achievement from the lowest to the highest achievers. In particular, we should seek a greater
proportional increase in the performance of the low-attaining group.
5. What works in raising achievement?
Schools which were improving the life chances of low-attaining pupils through raising their
achievement, used a number of approaches. Some introduced a variety of award-bearing
courses to motivate and achieve success. They used curriculum flexibility so that pupils gained
awards in courses at colleges of further education, and extended work experience and activities
were accredited by voluntary organisations. Few of these awards were recognised through tariff
scores and consequently the success of these pupils was being underestimated.
Schools which were successful in raising attainment and achievement for all pupils
demonstrated the following characteristics.
Teaching that provided the highest quality learning experiences
• Curriculum flexibility was used effectively to meet the needs of the lowest-performing pupils.
• Clear and effective policies and practices supported learning, including revision classes,
Easter schools, supported study, and other approaches targeted on individual needs.
• In primary schools, staged intervention and assessment, including early literacy approaches,
were bearing fruit through improving overall attainment.
• Primary pupils’ achievement has been improved through early intervention programmes
which focus specifically on the lowest-attaining pupils through use of structured language
programmes, play-based programmes and numeracy programmes.
• Pupils had agreed challenging but achievable individual targets, and their progress and
achievements were monitored effectively. Appropriate steps were taken to ensure that, as
far as possible, all achieved their potential. Only their best was good enough.
• The use of formative assessment methods involved pupils more actively in their learning
and gave them additional responsibility for it.
• Teaching methods focused on motivating pupils and in developing their self-esteem.
Leadership and a shared mission
• Their leaders and the whole-school community showed a strong commitment to inclusion,
equality and fairness, and to identifying and meeting the needs of all pupils.
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• Staff at all levels gave a lead in, and took responsibility for, ensuring that the needs of
low-attaining pupils were identified and met.
Partnerships including those with parents and families
• Close partnership-working with other agencies, schools and colleges of further education
ensured that pupils with difficulties were well supported, including prompt intervention and
support from services for children where this was needed.
• Schools were involved in projects for community regeneration to develop skills of
citizenship and responsibility.
• Consistent and effective approaches were adopted to improving attendance and reducing
exclusions.
• Targeted support for families was in place, often through support from home-link workers.
• Pupils and their families at the primary stages benefited from home visits to encourage
parental involvement in, for example, literacy programmes.
Reflection on practice that valued people
• Staff were provided with clear guidance and support on taking forward issues relating to
under-achievement, and actively shared best practice.
• Staff views were sought and valued, and their influence on decision making was evident.
• The views of pupils were sought, considered and acted upon.
Ethos of ambition/achievement
• Staff and pupils had high expectations of what they could achieve and pupils showed
self respect and had high levels of self-esteem.
• Pupils’ achievements were celebrated at all possible opportunities.
• An ethos of hard work whilst making learning fun was promoted.
The next three sections look at some of these aspects in more detail.
6. Curriculum, Learning and Teaching
Effective schools made well-judged use of curriculum flexibility to enhance the achievement of
lower-attaining pupils. While all recognised that some pupils were not achieving as well as
others, frequently the focus was not on all of the lowest-attaining ones. Nevertheless, some
schools knew who such pupils were and used curriculum flexibility and personalised, and less
linear, pathways to progress. Such schools provided pupils with opportunities to achieve in a
range of areas and very good support and alternative approaches to learning. The approaches
used included the following.
• Support bases for pupils with learning, social, emotional and behavioural difficulties where
support was aimed at returning pupils to mainstream education.
• A start to introducing ‘Skills for Work’ courses.
• Enterprise activities.
• Ensuring that young people’s views, needs and interests were taken fully into account in
planning and reviewing outcomes.
High quality learning and teaching experiences were crucial in motivating pupils to behave,
learn and achieve. This was true of all stages from early intervention with language and literacy
in early education settings to meeting pupils’ educational, social, emotional and behavioural
needs throughout primary and secondary education, and beyond. Vulnerable pupils often
benefited from out-of-school learning experiences which built their confidence and self-esteem
whilst developing their skills of independence and team working.
Example of good practice
In an inner city primary school, in an area of multiple deprivation, the headteacher
had worked well with parents and pupils to raise attendance to above the
national average. With the support of her staff she carefully monitored the
progress of each child and set them targets which the teachers discussed with
pupils at regular intervals. If a child was in need of support it was delivered
promptly. The school celebrated success very well. The headteacher monitored
learning and teaching very effectively and discussed issues with staff and gave
praise when it was due to both staff and pupils. The school was successful in
driving up attainment to above the national averages in language and
mathematics.
In the best practice, staff had ambitious and realistic expectations of what pupils could achieve.
Teaching helped pupils to recall and build on their prior learning. They shared with pupils
what they expected them to learn and why they should learn, by linking what was being
learned to the skills needed for everyday living.
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Teachers also sought pupils’ views on the quality of their learning and teaching. They made
use of information and communications technology to motivate and help pupils to learn. Staff
celebrated success in the classrooms and across the school. Teachers consulted with pupils to
set appropriate targets and provided effective support for those who were having difficulties. In
some schools, staff worked successfully in improving attendance and reducing exclusions.
Pupils responded well to a brisk pace of learning which was stimulating, motivating and
enjoyable, and when they were actively engaged in thinking for themselves.
In seeking to improve achievement and set expectations at an appropriately high level, it is
important that schools have appropriate benchmarking data in order to set their own
standards against those of schools with similar characteristics. A range of approaches to
assessment would ensure that pupils in need of support are identified at the earliest stage and
that challenging but achievable targets are set for their learning. Rather than rely on free meal
entitlement alone, more robust indices should be used to monitor children’s progress and
achievements.
Example of good practice
A large primary school used a number of approaches to improving behaviour,
including ‘Pupil of the week’, house points, certificates and other forms of
rewards. Pupils understood and were able to describe clearly the behaviour policy
and its operation. They spoke well of the end-of-term excursions for almost all
pupils who had avoided significant spells of disruptive behaviour. Displays,
including pupils’ work, were used to good effect in classes and around the school
to promote attendance and good behaviour. Class teachers were supported well
by learning assistants. They tried to ensure that reading materials were suitable
for all, especially for boys. The school had provided a number of playground
games to make break time fun and to improve relationships.
Teachers made effective use of resources to motivate pupils and make learning
enjoyable. Lower-attaining pupils were well supported in class and through the
work of learning support staff and senior managers.
7. Leadership
All of the schools which we visited for this task and which were successful in raising achievement
for all pupils, including the lowest-attaining group, had highly-effective leaders. Their leadership
was characterised by the following features.
Leadership qualities
• Having a clear vision for their school, which was shared with all stakeholders.
• Promoting leadership and responsibility at all levels in the school.
• Accepting nothing but the best.
• Celebrating and praising staff, pupils and parents when they achieved success.
Professional qualities and commitment
• Being optimistic about achieving success.
• Being clear which pupils were the lowest-attaining ones and in need of support.
• Focusing on learning and teaching.
• Setting ambitious but attainable targets for pupils’ achievements and involving pupils in
monitoring their own progress.
• Carefully managing changes for improvement and associated staff development.
Relationships with people and development of teamwork
• Developing and supporting effective teamwork among staff, pupils and parents.
• Monitoring and supporting staff in delivering high-quality learning and teaching that meets
pupils’ needs.
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Example of good practice
In a large inner city school, the headteacher adopted a high profile role in the drive
to sustain school improvement and raise the achievement of pupils. He had a
highly visible presence in the school and its immediate environment, being seen
to engage with pupils, giving signals about school values and relationships, and
being available, receptive and welcoming to parents. Expectations of pupils were
transmitted through such daily exchanges, for example the regular prompts on
standards of dress and behaviour, and opportunities for informal communications
with a range of staff. The professionalism in the work of the school had the
effect of demonstrating to pupils and parents that the school’s work was
important because people are important and success mattered to all. This ethos
was signalled in presentations to, and communications with, parents. In addition
to the school handbook, a wide range of informative and welcoming leaflets on
areas of school life and values were made available for parents. Extensive use was
made of photographs celebrating activities, participation and successes.
The headteacher gave a strong lead and direction in all matters to do with raising
attainment. The school used a range of data and tests to assess performance and
to allocate classes. Staff at all levels undertook rigorous analyses of examination
results and then agreed on strategies and action plans to secure improvement in
all subjects. The school had taken measures to improve the performance of lower-
attaining pupils through smaller classes in English and mathematics in S1 and S2,
and by creating enhancement classes in S3 and S4 core subjects.
8. Partnerships
In one authority, a Family Literacy Project encouraged parents and carers to develop literacy
skills together with their children. The project aimed to raise children’s educational attainment
and achieve increased confidence in literacy and numeracy for both parents and children. Staff
recruited, trained and employed local people as ‘parent enablers’ to work with parents in early
education settings, schools, libraries and other community venues. The project provided high
quality resources to support family learning.
Several schools had made very effective use of home-school link workers to support pupils and
their families. These workers played a key role in raising parental expectations of children’s
achievements and in providing advice on areas including parenting skills and anger management.
Good practice involved links with partners and other agencies. This included the following.
• Carefully-chosen vocational courses at colleges of further education.
• Provision of training courses for some of the pupils’ time at school.
• Extended work experience at S4.
• High-quality provision from independent training providers.
• Developments in schools engaging with partner agencies in planning and delivering
integrated children’s services plans.
Example of good practice
One education authority had developed a very strong partnership with colleges of
further education within its area and the adjacent council area to provide courses
in construction, travel and tourism, and care. Pupils achieved well in these
courses and many went on to gain apprenticeships in their chosen vocational
pathway. The Council also provided course placements in their administration and
construction departments. After successful completion, pupils were guaranteed
an apprenticeship, a Skillseekers post or a college placement. Most pupils
succeeded in these placements.
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9. How can we move forward?
Schools, education authorities and partners should work together to seek improvements by
considering the following.
Improved measurement approaches
• Use consistent, valid and reliable measures of achievement which credit and recognise the
full range of success.
• Broaden the information available to represent the full spectrum of achievement including
attainment and the development of confidence and self-esteem taking into account the
National Priorities and A Curriculum for Excellence.
• Ensure effective and timeous transfer of information when children and young people move
between education authorities and between the various stages in their education.
• Compile benchmarking data to measure the rate of progress of low-attaining pupils and
other groups of children at risk of missing out in each school, and how this compares with
other similar schools.
Early identification and prompt intervention
• Identify and support as early as possible that group of low-attaining pupils likely to be at
risk of missing out on educational opportunities, some of whom may eventually fall into the
‘NEET’ group after leaving school.
• Intervene promptly and effectively as soon as things start to go wrong for individuals from
the earliest stages.
Partnership working
• Provide more focused partnership working and inter-agency support for pupils at risk by
mainstreaming practices as highlighted in the code of practice for the Additional Support
for Learning Act.
• Support the most deprived families by, for example, the provision of home-link support and
family learning initiatives.
• Consider the use of secondary school-based social workers and continued development of
school-based youth workers.
• Provide targeted staff training on aspects of partnership working, including joint training
with partners.
Meeting needs through targeted, flexible practices
• Draw on the best approaches in care and health partnership working, enhanced vocational
programmes aimed at reducing numbers in the NEET group, community learning and
development programmes which support children, young people and families, and early
intervention initiatives.
• Use the curriculum more effectively to develop core, life and leadership skills, and provide
the means to nurture and improve employability skills, ensuring that employers are involved
in initiatives.
• Further develop curriculum flexibility including the involvement of further education
colleges, community learning and development providers and other agencies.
• Enable the more flexible operation of schools to enhance what, when and how they deliver
education. For example, consider issues such as the length of the school day, opening
schools over holiday periods and providing pupils with significantly more access to pastoral
care teams during and outwith the school day.
Schools, partner agencies and education authorities need to learn more from each other’s
existing good practice. This practice should be actively shared and should feature in national
good practice events such as those organised by HMIE for the Count Us In conferences and
the Excellent Schools initiative.
Much good practice exists in Scotland in raising levels of achievement for our lowest-attaining
pupils. However, there is also much room for improvement.
To improve practice in the round, there is now a need to:
• use better approaches to identify the risks and barriers faced by low-attaining pupils and
consequently to identify how best to address and meet their needs;
• develop clearer and more helpful measures of achievement and for tracking progress and
destinations;
• have the highest expectations of all young people and provide them with flexible curricular
and learning opportunities; and
• improve communication and partnership working to ensure prompt, targeted and effective
support for young people and their families.
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IMPROVING SCOTTISH EDUCATION 2005_MISSING OUT
References
A Curriculum for Excellence, Scottish Executive 2004
Education (Additional Support for Learning) (Scotland) Act, Scottish Executive 2004
Ambitious, Excellent Schools – agenda for action, Scottish Executive 2004
Better Behaviour, Better Learning: Report of the Discipline Task Group, Scottish Executive 2001
Count Us In: Achieving Inclusion in Scottish Schools, Scottish Executive 2002
Determined to Succeed: A Review of Enterprise in Education, Scottish Executive 2003
Employability Framework for Scotland, Scottish Executive 2005
Getting it Right for Every Child, Scottish Executive 2004
Happy, safe and achieving their potential – a standard of support for children and young people in
Scottish schools: the report of the National Review of Guidance, Scottish Executive 2004
It’s everyone’s job to make sure I’m alright, Scottish Executive 2002
Learning with Care – The Education of Children Looked After Away from Home by Local Authorities,
Scottish Executive 2001
Literature Review of the NEET Group, Scottish Executive 2005
Personal Support for Pupils in Scottish Schools, HM Inspectorate of Education 2004
Social Justice: A Scotland where everyone matters, Scottish Executive 1999
Supporting Children’s Learning: Code of Practice, Scottish Executive 2005
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www.hmie.gov.uk
Astron B44757 01/06
9 780705 310840
ISBN 0-7053-1084-1
£10
