Traditionally, the Scottish education system has prided itself on promoting equality of educational opportunity and inclusion in its broadest sense. The most effective schools have always valued each child as an individual and constantly sought fresh ways to help realise ambition and develop talent to the full. However, significant numbers of young people leave compulsory education without the intellectual and social skills which are necessary for adult life. Increasing social complexity together with heightened expectations have posed additional challenges to schools. A number of individual teachers, schools, local authorities and other agencies which support families and young people have responded successfully and imaginatively to these challenges.
This report, which is based on a survey undertaken by HMIE of good practice in Scottish schools, is a contribution to improving our understanding of effective practice. It recognises the very real difficulties which inclusion can present for teachers and schools but also makes it clear that inclusion must never be used to excuse poor standards. Individuals who are at risk of being marginalised or alienated from schooling must be supported effectively. High expectations, high achievement and real success are essential components of successful inclusion.
Closer working partnerships amongst all of the professionals responsible for supporting young people and families are needed if barriers to learning are to be overcome. The flexibility offered by the national improvement agenda challenges schools and education authorities to think and work creatively to meet all pupils' needs. New ways of working must be well grounded, carefully planned and rigorously evaluated. It is equally important that systems of accountability, not least inspection, support authorities and schools in delivering effective inclusive education. As in other aspects of quality, the achievement of real inclusion requires clear vision and effective leadership at all levels in the system.
This report identifies important messages for practice in the context of recent legislative, policy and educational developments in Scottish education. It is the first in a series of HMIE contributions on this important subject.
Graham Donaldson
HM Senior Chief Inspector
December 2002