Influencing and challenging mainstream practice- A Scottish perspective. Monica Mc Geever HM Inspector Education Scotland

Education Scotland Came into existence on 1 July 2011 as an Executive Agency of the Scottish Government. It was created by bringing together the resources and the functions of Learning and Teaching Scotland, Her Majesty’s Inspectorate of Education (HMIE), the National CPD Team and the Scottish Government’s Positive Behaviour Team.

Scotland in context children and young people in Scottish Schools with additional support needs (+1.3%) in mainstream schools (95%) 2,606 schools 51,400 teachers

Scotland in context with additional support needs 27 % IEP = % Child’s Plan = % CSP = 3128

Scotland in context Hearing Impairment 2500 Children and young people 95% in mainstream schools

Inspection Evidence Over the past few years our inspection programme has provided evidence of highly effective provision in the majority of schools and units for hearing impaired children and young people.

Key Strengths Key strengths have been identified in many aspects of meeting the needs of pupils including: effective support very good approaches to meeting communication needs, good levels of attainment high quality pastoral support.

Challenges Attainment ?

Attainment Average Tariff score attained by leavers 2009/102010/ / /2 013 Any ASN No ASN Learning Disability Dyslexia VI HI Autistic Spectrum Physical health problem

Destinations Young People with Hearing Impairment 2009/102010/112011/12 Higher Education Further Education Employment Training6.49.0* Unemployed seeking* Unemployed Not seeking* Number of leavers

Entitlements Every child and young person is entitled to experience a curriculum which is coherent from 3 to 18 Every child and young person is entitled to experience a broad general education Every young person is entitled to experience a senior phase where he or she can continue to develop the four capacities and also obtain qualifications

Entitlements Every child and young person is entitled to develop skills for learning, skills for life and skills for work, with a continuous focus on literacy and numeracy and health and wellbeing Every child and young person is entitled to personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide Every young person is entitled to support in moving into a positive and sustained destination

Support Entitlements

Meeting the needs of HI pupils in schools 5 Quality Indicators Learners’ experiences Improvements in performance Meeting Learning Needs Curriculum Improvement through self evaluation

Quality Indicators- Evaluations Excellent- Sector leading, exemplifies very best practice Very good- major strengths, very few areas for improvement Good- important strengths which outweigh areas for improvement Satisfactory- strengths just outweigh weaknesses, basic level of provision Weak- some strengths, important weaknesses Unsatisfactory- major weaknesses, immediate remedial action

Meeting Learning Needs What does good practice look like? Tasks, activities and resources are very well matched to the needs of individuals or groups The needs of learners are identified, reviewed and evaluated regularly Roles of teachers and specialist staff provide valuable support IEP S, CSPs contain appropriate targets and involve children, young people and their families

Learners’ Experiences What does good practice look like? Learners are motivated and eager participants in their learning. High quality feedback makes them aware of their progress and strengths as learners Learners have made very good progress from prior levels of attainment Learners feel safe, nurtured, healthy, achieving, active, included, respected and responsible

Good practice Young people from the HI Department are included in almost all mainstream classes and within these classes are fully included in all aspects of learning and teaching. Young people who use BSL are supported by appropriately trained teachers. The use of the Soundfield System in all departments ensures that the teacher’s voice is clearly amplified, providing HI young people with the optimum environment for learning in a mainstream setting.

Good Practice almost all young people feel that the school is helping them to become more confident, that they are getting on well with their school work, that staff encourage them to do the best they can, that they get help when they need it; and that staff pay attention to what they say. Almost all felt they enjoyed learning at school, that staff treat them fairly and with respect, that they feel safe and cared for, and that there are adults in the school they can speak to if they are upset or worried about something

Reflective Questions How well do I ensure children and young people are fully involved in their learning? How often do pupils have meaningful opportunities to talk about their learning with staff? How do I ensure learners access high quality and targeted support? Are teaching and learning approaches effective in delivering meaningful experiences for pupils?

Conference for deaf young people

Challenges ?

Conference for Deaf Young People Never feel alone because there is support if you need it Teachers need to be more deaf aware Sometimes they mock us for using sign language Technology- teacher doesn’t use it consistently/ teacher cant use equipment

The Conference I got to meet others who faced the same difficulties as me Makes me more confident for the future It motivated me and I'm not by myself being deaf Good to meet new people, and learn different ways that other deaf pupils learn I thought of more ways for people to help me

Following on from today’s conference Education Scotland should ……….