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Es/S5/18/14/A Education and Skills ES/S5/18/14/A EDUCATION AND SKILLS COMMITTEE AGENDA 14th Meeting, 2018 (Session 5) Wednesday 9 May 2018 The Committee will meet at 10.30 am in the Robert Burns Room (CR1). 1. Declaration of Interest: Kezia Dugdale will be invited to declare any relevant interests. 2. Attainment and Achievement of School Aged Children Experiencing Poverty: The Committee will hear evidence on its inquiry from— Martin Canavan, Policy and Participation Officer, Aberlour Child Care Trust; Shelagh Young, Director of Scotland, Home-Start UK; Jackie Howie, Lead Officer, Learning Link Scotland; Graeme Young, Head of National Activity Centres, Scouts Scotland; Susan Hunter, Senior Development Officer Policy and Research, Youthlink Scotland; and then from— Linda Lees, Lifelong Learning Strategic Manager, City of Edinburgh Council; John Butcher, Executive Director of Education and Youth Employment, North Ayrshire Council; Dr James Foley, Performance Analyst, Youth and Communities, North Lanarkshire Council. 3. Review of Evidence (in private): The Committee will consider the evidence it heard earlier. ES/S5/18/14/A Roz Thomson Clerk to the Education and Skills Committee Room T3.40 The Scottish Parliament Edinburgh Tel: 85222 Email: [email protected] ES/S5/18/14/A The papers for this meeting are as follows— Agenda Item 1 SPICe briefing paper ES/S5/18/14/1 Submissions and Focus Group notes paper ES/S5/18/14/2 Agenda Item 2 S/S5/18/14/1 Education and Skills Committee Attainment and achievement of school aged children experiencing poverty 9 May 2018 INTRODUCTION This paper provides suggested themes for discussion for two panels. The first focuses on provision from the third sector and youth work and the second on local authorities. The Committee will hear from: Panel 1: Aberlour Home-Start Youthlink Scotland Learning Link Scouts Panel 2: City of Edinburgh Council North Lanarkshire Council North Ayrshire Council This is the fourth session on this inquiry. On 18 April the Committee heard from CPAG, JRF, Robert Owen Centre and the Education Endowment Foundation. On 25 April the Committee heard from the EIS, Connect, John Loughton, the Spark and the Prince’s Trust. Last week the Committee heard from the head teacher of Dalmarnock Primary School, the Children’s Parliament, Barnardo’s, the Poverty Truth Commission and One Parent Families Scotland. The Committee also held informal meetings on 25 April and 2 May, as well as a visit to two schools in Dunfermline on 1 May and a meeting with Community Learning Development workers on 30 April. Notes of these meetings are included in this week’s papers. All written submissions are available on the Committee’s webpage. The key themes raised in written submissions were summarised in the paper to Committee on 18 April. These were: the cost of the school day – which can limit participation in school and limit access to the full range of educational activities access to extra-curricular activities and wider achievement – which can in turn impact on attainment term structures – in particular the impact of the long summer break 1 the stress of poverty – and how that can impact on the ability of families to engage with education the importance of early learning and childcare – focusing particularly on the gap in ability already evident before starting school PANEL 1 Theme 1: Early intervention and family support The importance of early years provision before a child reaches school age and of early intervention before a problem turns into a crisis are emphasised in the submissions to the inquiry. The over-arching theme is the importance of addressing various aspects of health and wellbeing so that the child is ‘ready to learn’ once at school. The Attainment Challenge focuses on literacy and numeracy, but also on health and wellbeing. The Committee heard last week about the importance of not only the child’s but the family’s health and wellbeing. For example, in the informal session, participants referred to the impact of parental mental health on a child’s ability to engage with school. In their submission Home-Start state that: “We remain strongly in favour of prioritising early intervention which focuses on parental /caregiver engagement. This is because research shows how crucial this is.” Last week the Committee heard about the importance of supporting the whole family – Nancy Clunie told the Committee that: “You need happy families to get happy children.” She described her Summer Club and the importance of informal chats between parents and teachers to break down barriers. This means that parents share things that they would not otherwise have done. This led to establishing ‘the blether’, which uses CBT (Cognitive Behavioural Therapy). In this way, the provision has a wider focus than the children’s school work. She said: “we’re beginning to know the whole family - the holistic approach as opposed to this wee bairn that’s in front of us.” She referred to “upskilling” staff in various therapies, and increasing the number of support for learning teachers to free up teacher time. The focus was on early intervention in P1: “because we think if we get it right there, and we get the vocabulary up and we get children talking then that will help as we go through.” The submissions from the organisations on the first panel refer to a range of projects which focus on early intervention, wellbeing and family support. For example, Aberlour’s work is: “based on the principles of early intervention, providing relationship focused support designed to meet the individual needs of each child and young person.” Home-Start’s focus is on “enabling parents and other care givers to create a positive home learning environment” and avoiding or mitigating the impact of adverse childhood 2 experiences. Learning Link Scotland support adult learning, again contributing to the home learning environment. Another commonly made observation in both the informal and formal meetings last week was the importance of building relationships, and that this took time. The Committee may wish to discuss: how family support services can help address the attainment gap and how to evidence this the role of the third sector in providing early intervention how to prioritise between school based and non-school based interventions to address the attainment gap whether GIRFEC and the Attainment Challenge have made it more common for schools to consider the role of family support services in supporting a child’s education Theme 2: Wider achievement The importance of wider achievement has been raised consistently in the inquiry so far – whether this is through ‘extra-curricular’ activities in a school setting, the importance of school trips or the value of provision through youth work and informal learning. This has emphasised the value of taking part – to young people’s motivation and confidence, the impact this can then have on more formal attainment and the detrimental impact of not being able to take part because of lack of resources. In an informal meeting with Community Learning and Development workers on Monday 30 April, the value of a youth work approach was raised. A brief note of the meeting is included in this week’s papers. This issue was also raised by John Loughton and Finlay Laverty (Prince’s Trust) at Committee on 25 April. Finlay Laverty referred to: “working with teachers to develop how they engage with young people.” John Loughton described how: “it was the people in youth work or non-school provision who caught me, captured my imagination and told me that I could be more than the collective sum of the lack of aspiration that everyone had for me because of my postcode, my surname and what my mum and dad did or did not do.” (OR April 25 col 6) John Loughton also identified the national youth work strategy as an opportunity to ensure that the benefits of youth work are better realised across Scotland. The importance of school trips to pupils’ motivation and confidence has been a theme in the evidence heard so far, in particular the importance of the P7 residential trip. In week one of the inquiry (18 April) John Dickie (CPAG) said: “If the P7 residential trip is a core part of primary education—and it is—it could be made absolutely clear at a national level that it is unacceptable that any child should miss out on the trip because of financial barriers. (OR, 18 April col 21-22). 3 Last week Nancy Clunie linked extra-curricular/wider achievement activities directly to attainment. She spoke about the importance of trips where children "cuddled a bunny rabbit or climbed a mountain or throw stones into the river". She said: "It is these kind of things that are missing, but they are expected to know that when they are reading a text to understand things they have never experienced, and it is very difficult." Eileen Prior from Connect said that "when we talk about the attainment gap, we are often talking about the experience gap”. (OR 25 Col. 10) The Committee may wish to discuss: the extent to which wider achievement activities and non-formal learning are available in areas of deprivation whether and how to expand this whether wider achievement activities need to be considered a core part of Curriculum for Excellence and therefore fully funded what barriers exist to individual schools working with the third sector to provide ‘wider achievement’ activities and how to remove these whether a ‘youth work’ approach can be taken in schools, or whether it is best suited for provision outwith school Theme 3: Collaboration The importance of collaborative working was raised by the Robert Owen Centre in their written submission and has been echoed in the general themes of a number of witnesses – particularly those from the third sector.
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