The promotion of positive approaches to inclusion, equality and diversity has been a key theme at the heart of the Scottish education system for many decades. We have much to be proud of in terms of what has been achieved.
Since the introduction of comprehensive education in the 1960s and the broadening of our qualification system through the introduction of Standard Grade and the Higher Still programme in the 1980s and 1990s, many young people have reached levels of attainment and achievement which would not previously have been possible for them. More recently, the Additional Support for Learning Act in 2004 and 2009, the publication of Equally Well in 2009, and the implementation of the principles of Getting it right for every child (GIRFEC), have laid the groundwork for further progress in coordinating and improving support for children, young people and adults who have a wide range of backgrounds and additional support needs.
The OECD review of quality and equity in Scottish education published in 2007 reported that: “Overall, Scotland has a fairer and more equitable education system than most other countries.” The full implementation of Curriculum for Excellence and GIRFEC have the capacity to help us consolidate and improve on that strong progress even further.
However, there remain substantial inequalities in outcomes for children, young people and adult learners. Levels of achievement for some children and young people, such as those who are looked after, whether at home or away from home, remain unacceptably low. There is a huge disparity in levels of attainment of young people from different socio-economic groupings, an issue which was also highlighted in the OECD report. The experiences of many learners with emotional and behavioural difficulties, and the support for them, are often poor.
The numbers of children and young people with additional support needs, including complex needs, has steadily increased over the years. It is no longer only the responsibility of specialist staff to support the wide range of learning needs of children and young people. This support is now regarded as being everyone’s job. HMIE recognise the resulting demands on staff, and the need for high quality initial teacher education and ongoing continuing professional development for all staff to support them in their work.
We cannot back away from the challenges that face us. Promotion of inclusion and equality is essential to achieve social justice and to maximise the contribution of everyone to our society.
Since 2002, HMIE has published a number of reports in its Count Us In series, using evidence gathered from visits to establishments and services, inspections and reviews across all sectors, and professional discussions with colleagues and partners. We have published illustrations of identified good practice within our reports and on our website. The key message emerging is that there is much high?quality, imaginative and successful work going on in schools, local authorities, and partner agencies to ensure success for all.
I hope this latest Count Us In report, and the professional development resource that is part of it, supports you in identifying where the strengths in everyone’s work on promoting inclusion and equality lie, what the benefits to all of us are, and what each and every one of us can now do to improve outcomes for all learners.
BILL MAXWELL
HM Senior Chief Inspector