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Improving Outcomes for Learners Through Self-Evaluation

4. QI 5.3 Meeting learning needs

This QI is located in the section of the model relating to ‘delivery of educational processes’. It is one of a range of process QIs which relate to the overall outcomes for the school and the impacts on learners.

4.1 Key Features

In evaluating this QI a holistic, rounded judgement is made on how well the school or centre makes arrangements to meet the learning needs of children and young people. The scope of the QI is given in the Key Features:

This indicator relates to the school’s or centre’s arrangements for meeting the needs of all learners, including potentially vulnerable groups, and addressing barriers to learning. This includes identifying the needs of, and providing support and challenge for, groups and individuals who may have additional support needs arising from, for example, the learning environment, family circumstances, disability or health needs; or social and emotional factors.

When applying this QI and making judgements on the quality of provision it is important to:

• evaluate what teachers/staff do to ensure that the needs of all learners, including the most vulnerable learners, those with additional support needs and gifted and talented learners, are met within the class/playroom;
• evaluate the processes which the school or centre puts in place to identify and assess the needs of individuals which impact on their education and ensure that all learners have appropriate and equitable access to the curriculum and to the range of experiences offered by the school or centre;
• evaluate how the school/centre makes use of input of health, social work and other partner agencies, and parents and carers in meeting young people’s learning needs; and
• follow appropriate ‘audit trails’ which have been identified, for example, provision for learners who are Looked After and Accommodated (LAAC), or learners with autism spectrum disorders.

The following diagram shows that evidence from each of the four themes of the QI must be examined in order to make an evaluation. The diagram does not imply that a set order of evaluation must be followed.

In addition, when making an evaluation, it is necessary to cross refer to the evidence for QI 2.1 and QI 1.1 to check whether the action taken was successful in having a positive impact on the learning experiences of, and outcomes for, children and young people.

The tables which follow illustrate in more detail factors which should be taken into account when making an evaluation of QI 5.3.

4.2 QI 5.3 Organising evidence underpinning evaluations

The first two themes, Tasks activities and resources and identification of learning needs are interdependent and it is helpful to consider them together. The second theme evaluates how well the needs of all learners are identified. The first evaluates the quality of differentiation in practice for all learners. An evaluation of the two themes together will also be informed by related QIs which focus on the impact and outcomes of these processes to meet learning needs. These two themes focus broadly on processes for all learners, and within that pay attention to how well the needs of vulnerable learners are met. Evidence for this QI can be collected by following audit trails for particular groups of learners. For example, how well the learning needs of bilingual learners are met⁵.

Theme 1: Tasks activities and resources

In this theme the quality of differentiation across the school/centre is evaluated.

Theme 2: Identification of learning needs

Learning needs are likely to be met appropriately when they are clearly identified. This theme is about the arrangements the school or centre has made to identify the learning needs of all learners, particularly the needs of the most vulnerable groups and those whose needs vary significantly from their peers.

The third and fourth themes focus more closely on the quality of support from learning support staff and partner agencies, and the use of legislation to help meet the needs of learners receiving additional support. Once again, when evaluating provision for some learners, these two themes are closely related. In considering the impact and outcomes for learners of the work of support staff and the implementation of legislation, a key consideration will be the quality of learners’ experiences and their progress and achievements.

Theme 3: The roles of teachers and specialist staff

Theme 4: Meeting and implementing the requirements of legislation

Most children and young people who require additional support will have their learning needs met by the day-to-day classroom practice. Where they require detailed planning for learning or substantial adaptation to the curriculum, an individualised educational programme (IEP) may be appropriate. A small number with significant additional support needs may require a coordinated support plan (CSP) to ensure that support for learning is coordinated effectively across agencies. CSPs and IEPs in themselves do not indicate whether needs are met, or otherwise. It is the quality and effectiveness of planning to meet learning needs and the processes of meeting these needs which are important. Effective planning involves parents, learners and staff from partner agencies as appropriate. The principles of GIRFEC will be important in achieving this. This fourth theme should not dominate evaluations.

Overall, when evaluating this QI a rounded judgement is provided on how well the school or centre makes arrangements for meeting the needs of all learners by identifying learning needs, by providing appropriate tasks, resources and activities, by deploying effectively teachers and specialist staff, and by meeting the requirements of legislation.

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