Education Scotland

REGIO PROJECT

September 2011

UK Government

Scottish Parliament

32Local Councils

WEALTHIER

& FAIRER

SMARTER GREENER

HEALTHIER SAFER &

STRONGER

15 NATIONAL OUTCOMES

45 NATIONAL INDICATORS AND TARGETS

Scotland Performs website

KEY NATIONAL BODIES INVOLVED IN SCOTTISH EDUCATION

SCOTTISH GOVERNMENTFirst Minister

Cabinet Secretary for Education & Lifelong Learning

Education Scotlandformed 1 July 2011

HMIE, LTS and other Scottish Government bodies

SCOTTISH PARLIAMENT

GENERAL TEACHINGCOUNCIL

SCOTTISH QUALIFICATIONS

AUTHORITY

SCOTTISH FUNDING COUNCIL

EDUCATION AND OTHER SERVICES FOR CHILDREN IN SCOTLAND

SCOTTISH GOVERNMENT

43 COLLEGES

60 PRIMARY SCHOOLS53 SECONDARY SCHOOLS

42 SPECIAL SCHOOLSPRE-SCHOOL PROVISION

2,119 PRIMARY SCHOOLS372 SECONDARY SCHOOLS

176 SPECIAL SCHOOLSPRE-SCHOOL PROVISION

PSYCHOLOGICAL SERVICESCOMMUNITY LEARNING and

DEVELOPMENTOTHER SERVICES FOR CHILDREN

32 LOCAL AUTHORITIES

21 UNIVERSITIES/HIGHER

EDUCATION ESTABLISHMENTS

INDEPENDENT SECTOR

The new national body supports quality and improvement in Scottish education by:

leading and supporting the implementation of the new Scottish curriculum, Curriculum for Excellence;

identifying and stimulating innovation and sharing successful approaches widely so others can benefit from them;

promoting high quality professional learning and leadership;increasing the capacity for self-evaluation and self-improvement amongst

education providers and practitioners;providing independent external evaluations of the quality of educational

provision at individual provider, local authority and partners, and national levels; and

providing evidence and advice to support the development and implementation of relevant national policies in education and other areas.

Education Scotland 1 July 2011

Curriculum for Excellence

aims to achieve a transformation in education in Scotland by providing a coherent, more flexible and enriched curriculum from 3-18.

“curriculum” means the totality of experiences which are planned for children and young people through their education, wherever they are being educated.

Ensuring continuous improvement in education and other services for children: the Scottish

approach

A Framework for Evaluating the Quality of Services and Organisations

• The Child at the Centre (second edition) • How good is our school? (third edition) • How good is our community learning and development? (second edition) • How well are children and young people protected and their needs met?• Quality Management in Education (second edition)• Quality Management in Local Authority Educational Psychology Services 1. • HMIE quality framework for reference during the external review of Scotland’s colleges

We INSPECT, REVIEW AND REPORT ON:

pre-school centres, primary, secondary and special schools

community learning and development (CLD)

colleges (including foreign language colleges from August 2011)

aspects of teacher education

care and welfare of pupils [including residential pupils]

the education functions of local councils (validated self-evaluation VSE)

voluntary organisations

education in prisons

educational psychology services

A three-way Partnership

Schools evaluate the quality of their own provision...

supported and challenged by the education authority......

backed up by rigorous external evaluation by Education Scotland.

School Inspection Framework 2011

The purpose of a school inspection is fourfold, namely to:

(1) promote improvement by supporting the school to continue to improve;

(2) evaluate and report on a school’s capacity to improve;

(3) provide assurance to users on the quality of education; and

(4) provide evidence for our national overview of Scottish education.

IMPROVING SCOTTISH EDUCATION2005-2008

published January 2009

Our evidence shows that Scottish education continues to demonstrate the strengths that we highlighted in the period 2002-2005 across all sectors. Since then, further aspects of the system have moved to positions of strength and Scottish education in general is showing steady improvement. At the same time, however, a number of significant problems remain and the need for further and faster improvement has grown.

Count us in,A Sense of Belonging

22 September 2009

BonjourCe rapport examine les implications de la

migration pour l'éducation en Ecosse.

Context• Significant increase in migration in recent years• From a wider range of countries• Impact of recession on rates of return to home

countries• The movement of populations is a feature of modern

society

Numbers of children and young people who have newly entered schools 2005-2008Education Authority 2005/2006 2006/2007 2007/2008

Aberdeen City 237 438 584Argyll and Bute 102 92 86Dumfries and Galloway 43 55 79East Ayrshire 15 40 34Fife 65 83 158Glasgow City 869 1156 1221Moray 213 271 313Perth and Kinross 47 81 107South Ayrshire 65 81 86

Helping new arrivals learn and achieve• The importance of initial assessments• Planning effectively for language development and

progress in all aspects of learning• Providing a suitable level of cognitive challenge• Using learners’ first language as a tool for learning• Providing a culturally

sensitive curriculum• Effective deployment of EAL

staff

All children and young people in Scotland have an entitlement to a curriculum which will support them in developing their values and beliefs and enable them to: achieve the highest possible levels of literacy and numeracy and cognitive skills develop skills for life and skills for work develop knowledge and understanding of society, the world and Scotland’s place in it experience challenge and successso that they can develop well-informed views and act responsibly. (BTC 3)

Working with others

• EAL services• Parents/carers

- welcoming - helping them understand the Scottish education system - involving them in their child’s education and school life

• Wider ethnic and bilingual communities

• Monitoring the progress of newly-arrived young people• Monitoring the English language development of bilingual learners• Asking new arrivals about their school experiences

Evaluating learner’s success

Expectations• Facilitating and recognising the contribution that newly

arrived young people make to enriching the school’s ethos and culture

• Awareness of, and sensitivity to thepotential difficulties newly-arrivedlearners may experience

• High expectations based onyoung people’s cognitive ability

Leadership • Building capacity within the school to support the achievements of newly arrived young people• Admissions and induction arrangements• Well-targeted professional development

Merci de votre attention

www.educationscotland.gov.uk