Quality and Improvement in Scottish Education 2012-2016

Categories: Education and Leisure and Cultural Activities

3rd April 2017

HM Chief Inspector of Education, Dr Bill Maxwell, has released a report on Scottish education, from early years through to adult learning, based on evidence gathered by HM Inspectors over the past four years.

Quality and improvement in Scottish education 2012-2016 sets out key areas of strength in Scottish education and also highlights areas where there is a need for more focused effort to achieve further improvements.

The intention in publishing this report is to feed back the intelligence gained so that education providers, and leaders within education, can benefit from the findings as they plan their next steps in continuous improvement.

In summary

The report provides an analysis of key strengths and areas for improvement in education provision and professional practice based on the inspections, reviews and other evaluative activity inspectors undertook during the period January 2012 to June 2016. During the period covered by this report there has been very significant reform across all sectors of Scottish education. At the same time, there have been substantial constraints on public finances. Within this challenging context education providers have continued to develop and improve the quality of education for children and young people in many important aspects. Inspectors found that there were many strengths across all sectors of education and examples of outstanding and innovative practice. Inspectors also found, however, that there were some key aspects of provision and practice which need to be improved for the national ambition of excellence and equity for all Scottish learners to be fully realised.

 

Together's State of Children's Rights 2016 report recommendations

  • Scottish Government should continue to intensify efforts to reduce the effects of children's social background on their achievement at school, focusing on the early years, on parents' engagement, improving the home learning environment and ensuring the entitlement to early education is taken up among under-represented or disadvantaged groups.
  • Steps should be taken to improve data collection, research and evaluation to enable schools and local authorities to better inform their approaches to tackling the attainment gap and to inform workforce development. This should include national mapping and scrutiny of specific services including speech and language therapy, classroom assistants and educational psychologists.
  • The views and experiences of children should be used by government officials, school leaders, teachers and other key stakeholders to inform and identify the practical support needed by the children they work with.
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