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Involving the uninvolved Dr Gill Robinson, Chief Inspector, Education Scotland In Scotland today, at age 5, the gap between children from the most advantaged and most disadvantaged families is already: 6-13 months in problem-solving ability 11-18 months in expressive vocabulary Source: Bradshaw, P. (2011) Growing Up in Scotland (2011) Changes in child cognitive ability in the pre-school years Edinburgh; Scottish Government Average tariff score for school leavers, by decile of area deprivation (SIMD) 600 500 400 300 SCOTLAND 200 100 0 1 2 3 Most deprived 4 5 6 7 8 9 Least deprived 10 Missing out: a national issue New inspection framework • Self-evaluation is the starting point. It includes evaluation of arrangements to support those at risk of underachievement • Quality indicators used: – Improvements in performance – Learners’ experiences – The curriculum – Meeting learning needs – Improvements through self-evaluation inspections suggest few critically underperforming schools but substantial numbers are ‘coasting’ Scotland - ALL Schools QI Summary April 2008 to March 2011 Schools = 984 100% Excellent 80% Very Good 60% Good 40% Satisfactory Weak 20% Unsatisfactory 0% Improvements Learners in experiences performance. Meeting learning needs QIs The curriculum Improvement through selfevaluation Context 1: Curriculum reform 3-18 Context 2: Reinvigoratedteacher professionalismand conditions • Getting the right people, in the right numbers • Career-long education for teachers • Learning for leadership at all levels • Conditions – Flexibility; regular review against standards; local decision making Sharing findings to support improvement • ‘Improving Scottish Education’ • Specialised reports • Presentations • Involvement in national committees • Professional policy advice Count us in (2010): key findings • Staff have high expectations for the achievement of all learners. • Teachers create a positive climate for learning and provide learners with experiences that take good account of their individual needs, • Staff work to identify and overcome barriers to learning quickly. • Staff are alert to any vulnerabilities and changes in demeanour. • Information is shared fully and swiftly. • Key staff involve the child or young person and their parents in discussions about their circumstances and what can be done to help. • Staff work effectively together and with external partners to try to overcome barriers. • The impact of intervention is evaluated. • The views of learners and stakeholders are gathered, respected, and taken into account. • Data is analysed to check whether all children and young people are progressing well. Education Scotland’s contributions to tackling underachievement will include: