FOI Request - Alternative Curricula in Mainstream Schools
Request 101003264496
I am submitting an official Freedom of Information request in writing to request information on the current arrangements your local authority has to resource and support such initiatives in mainstream schools, with examples of such which may be regarded as successful.
This is to ascertain how local authorities support and resource activities which are separate from, or in addition to the standard, formal curriculum, which aim to improve young people’s attendance and participation in school. Examples of such provision included, “support hubs,” “inclusion zones” and “chill-out areas.”
Response 29-03-2023
Our schools support children and young people through a range of universal and targeted interventions. This includes the following examples within different schools, where individual schools take forward a range of approaches and are empowered to meet needs of pupils and cohorts and strengthen participation, attendance and engagement in learning:
-Nurture rooms/spaces/outdoor learning opportunities -GP spaces for active learning/extended learning activities -Flexible wellbeing spaces/wellbeing hubs -Equity and Inclusion Support Team -Flexible Wellbeing Team -Equity Team -Achievement Team -Support from specific additional post holders - for example in different secondary schools (depending on the limited/identified budget available) we may have one/some/combination of: Principal Teacher (Raising Attainment), Principal Teacher (Equity), Principal Teacher (Inclusion), Principal Teacher (Achievement), Inclusion Support Workers, Inclusion Project Coordinators, Equity Teacher, Pupil Support Workers, Pupil Support Assistants.
In the case of resources/identified posts above, funding at this time is principally through school Pupil Equity Funding allocations (PEF) from Scottish Government with a number of schools also adding additional Pupil Support Assistant top-up hours in support of identified learners. In terms of PEF, the majority of schools receive smaller amounts but are very creative in their approaches. Schools carefully manage devolved budgets through DSM and where possible and appropriate, fund specific posts from allocated funding based on identified needs to support their children and young people.
In two school groups, we have recently supported specific posts through Scottish Attainment Challenge Strategic Equity Fund monies including a PT to support Primary-Secondary wellbeing and curriculum transitions and Equity Teachers to support targeted intervention for pupils within lower SIMD deciles. Post holders work with school leadership teams and wider staff in order to directly support children and young people, in closing poverty and wider related attainment gaps and in order to maximise wellbeing and achievement. This can include through individualised timetables and specific qualifications/accreditation opportunities, using existing accommodation available within the school.
Focus in a number of schools is linked to participation and engagement in learning, maximising achievement, health and wellbeing, literacy, numeracy, maximising wider SCQF qualifications and accreditation as well as development of wider skills for learning, life and work.
As a further support for young people, secondary schools (with staff offering this voluntarily) also offer study support classes at lunchtimes/after school in a variety of subject areas in order to support all young people, also offering targeted supports to young people who need this most. This is over and above wider wellbeing supports provided by staff at all levels.
Success is measured through a range of data informed approaches, wellbeing and assessment tools and approaches focussed on identified outcomes and measures.