1. Evaluating the impact of additional support Enquire National Seminar 16 March 2011

2. Curriculum for Excellence Skills for Scotland Early Years and Early Intervention Framework Getting it Right for Every Child More Choices, More Chances

4. Entitlement to a Broad General Education A broad general education will include all of the experiences and outcomes across all of the curriculum areas to and including the third level. These should be experienced by all pupils, as far as is consistent with their learning needs and prior achievements… Most learners will progress into the fourth level in many aspects of their learning before the end of S3 Pg 14-15 BtC 3

5. The GIRFEC Practice Model

7. Support Entitlements

8. Quality of feedback to and dialogue with learners Plan and review learning through personalised planning, IEPs and CSPs Role of key adult knowing the learner well. Progress in the four contexts with support to address barriers to learning embedded? Capture views of learners on their achievements

9. Identify learning and support needs through robust assessment then personalise learning and support Active, engaging, relevant tasks and resources taking into account individuals learning in different ways; shape the learning to meet their needs and end the learning environment as a barrier to learning Development of skills – literacy, numeracy and health and well being across learning.

10. Plan learning for progress across all 4 contexts Skills for life and work are embedded in the Es and Os and contribute to assessment, profiling and reporting Achievements are recognised, valued and recorded Learners develop their ownership and responsibility

11. Ensure ALL transitions effective - particularly for the most vulnerable. Transitions = into/out of establishments, between stages in school, interrupted learning, class to class Use of partners e.g. parents, peers, Skills Development Scotland Learners have high and realistic expectations Transition at key points supported by robust profiling

12. Engage parents as partners informing them of the entitlements Involvement of partners in curriculum planning and personalising learning and support Jointly plan intervention and review including GIRFEC assessment.

13. The Five Entitlements to Support How good is our additional support? How good can it be? How are we going to get there?

14. How good is our additional support? How good can we be? How do we get there?