Over time, the working definition of “inclusion” has changed significantly. It began with the desire to integrate children and young people who had additional support needs within mainstream schools and classrooms. It moved on to looking more closely at how best to meet the different needs of children and young people for example, those with noticeably lower levels of attainment, widening to look at children and young people with many kinds of barriers to making progress, and finally to success for all. At the same time, work on the promotion of equality and diversity has been ongoing through the Equality and Human Rights Commission, and HMIE’s own Equality and Diversity Group. HMIE now use the term “inclusion and equality” to make sure that all aspects are covered and incorporated.
The HMIE view throughout this report is that “inclusion and equality” means all learners achieving as highly as they can. “Success” means having the knowledge, skills and resilience to maximise one’s choices in life, and to “be all you can be”.
HMIE has published its evidence and findings on aspects of inclusion in a number of reports in the Count Us In series, starting with Count Us In in 2002, Moving to Mainstream in 2003, Promoting Race Equality in 2005, through Missing Out in 2006 to Count Us In: A Sense Of Belonging in 2009. These reports, and others, have looked at the provision and outcomes for groups of children, young people and adult learners who have circumstances which may give rise to significant barriers to learning. These groups include looked after children, and children and young people with dyslexia, autism, or sensory impairments.
In partnership with LTScotland, HMIE have held regular Count Us In conferences to showcase best practice and to stimulate professional discussion. The features of good practice have remained remarkably constant over the years, particularly the impact of “dynamic leadership and effective management of change” identified back in 2002.
The key messages of all the HMIE reports mentioned above, from HMIE data gathered during inspections, and from other Scottish Government data, were summarised in Improving Scottish Education (2005-2008) published in January 2009.
HMIE's evidenceIn inspections and reviews, HMIE evaluate the quality of learning experiences and their impact on learners. We also draw on evidence from other task visits.
HMIE carried out surveys of education authorities in June 2005 and again in June 2008 to ask what their systems were for supporting children and young people who were at risk of under-achievement, or faced potential barriers to achievement. We asked where authorities felt they were making a real difference, and where they faced major challenges. A team of inspectors carried out follow-up visits to explore issues surrounding inclusion and equality further, and to capture good practice. The information gathered has contributed to this resource.
HMIE liaise actively with many groups across the country, both professional and voluntary, who are supporting groups of children and young people who may face particular barriers. These include LGBT Youth Scotland, Stonewall Scotland, the Scottish Travellers’ Education Programme, Youth Link Scotland, Young Scot, and RespectMe. We also keep in contact with colleagues in universities, in professional bodies such as the Association of Scottish Principal Psychologists and the Scottish Guidance Association, and in the Equality and Human Rights Commission to discuss our emerging views.
This latest Count Us In report is based on the evidence sources mentioned above and informed by the views of all those HMIE work with. It sets out where strengths lie within Scottish education, and what needs to be done to improve.
Many children, young people and adults face circumstances which can create barriers that may limit learning and achievement. Barriers may arise from family circumstance, social and emotional factors, and health or disability. Factors such as age, race, gender and sexuality, and interruptions to learning, can also give rise to barriers.
Evidence from HMIE and from research strongly suggests that most children, young people and adults can overcome one barrier to progress, such as might be produced by difficult family circumstances, provided that other factors are supportive. Overcoming more than one barrier is much more problematic. It is clear that a positive learning environment goes a long way to mitigating the impact of barriers. In particular, effective transitions, both between sectors and learning providers and at times of absence and exclusion, are crucial. However, a poor learning environment can create significant barriers.
Through all of HMIE’s work in inspections, visits and professional engagement, we see the following features in the most effective practice.
However, there is much work still to be done. Outcomes for learners, particularly those who face barriers to success, vary within and between establishments and services. Staff are not always given key information on the circumstances faced by some learners or do not act appropriately on the information given and do not measure the impact of intervention. In addition, while support for many children and young people, such as looked after children, is often extensive, it is too often not as effective as it should be, so that they continue to achieve poorly throughout their lives. Attainment for the socio-economically deprived is still too low overall, and is hardly improving in most aspects. The factors involved in this correlation are many and varied, so that identifying a clear cause and effect is problematic.
Addressing these issues, and ensuring success for all, remains a challenge. This resource is designed to help you reflect on how well you are meeting the needs of children and young people who are at heightened risk of missing out and/or underachieving.