Chamber and committees

Education Scotland recognises the effects of the pandemic on learning and those who work in education. This is why Education Scotland continues to undertake a wide range of programmes to provide additional support for learners and educators alongside all the other work being done by Education Scotland.

HM Inspectors of Education resumed the routine programme of early learning and childcare settings and school inspections in August 2022. The programme had been paused since March 2020 due to the pandemic. HM Inspectors of Education have provided advice to schools and settings outlining how they will reflect the COVID-19 context during inspections.

Education Scotland’s regional improvement teams worked with Regional Improvement Collaboratives (RICs) and local authorities to provide bespoke support throughout the pandemic and continue to do so. An example of this is the ongoing work of Attainment Advisors to support effective use of Pupil Equity Funding and a range of professional learning activities to support schools to close the poverty related attainment gap. It may be helpful to be aware of two recently published resources which add value to schools and local authority work in relation to equity and excellence: Scotland's Equity Toolkit: supporting recovery and accelerating progress (education.gov.scot) and Pupil Equity Funding: Looking inwards, outwards, forwards (education.gov.scot) .

A programme on Self-evaluation for Continuous Improvement which focuses on effective self-evaluation, a closer look at HGIOS?4 (How Good is Our School?, version 4) quality indicators, use of data for improvement, evaluative writing skills and supporting improvement conversations has been delivered to approximately 700 colleagues from the eight local authorities within the West Region between October 2021 and June 2022. Plans are in place to roll this out across other regional areas during 2022-23.

Since the launch in March 2022 Education Scotland staff have been implementing the refreshed Scottish Attainment Challenge: Framework for Recovery and Accelerating Progress. Officials have worked collaboratively with local authorities to support development of local Stretch Aims, including work with schools to ensure a shared understanding of this new approach. In line with the new Framework, Education Scotland has introduced a model of universal, targeted and intensive support. Through this new approach local authorities and schools can access additional bespoke support aimed at accelerating progress with key improvement priorities.

Officials from Education Scotland have worked across local authority areas to support curriculum development during the recovery phase so that schools can meet the needs of all learners. This has included work with Headteachers on Interdisciplinary Learning, reflecting on how children and young people learned through the pandemic, and sharing the child-centred and developmentally appropriate curriculum design approach set out in Realising the Ambition: Being Me .

The National eLearning Offer (NeLO), which was developed to support remote learning while school buildings were closed, continues to support those who may be learning remotely for any reason and offers educators with resources for use in classroom settings as well. Nearly 2,000 learners have been enrolled for Study Support sessions alone this term. NeLO offers thousands of live, interactive and recorded resources for educators and learners at all levels.

Furthermore, Education Scotland continues to provide mental health and wellbeing support for the education workforce (including schools, Community Learning and Development, and early learning and childcare settings). This support includes coaching, supervision spaces and support specifically for post-probationary teachers in the early stages of their career. This package of support has been welcomed by teachers and practitioners (92% of respondents to the Workforce Support post programme evaluation rated the quality of Workforce Support received in 21-22 as ‘good’ or ‘very good’).