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A CLIMATE FOR LEARNING
A Review of the Implementation of the ‘Better Behaviour – Better Learning’ Report

APPENDIX 1: BETTER BEHAVIOUR - BETTER LEARNING, A JOINT ACTION PLAN

This report has evaluated progress in addressing the following recommendations of the Joint Action Plan.

The Scottish Executive will:

• support curricular flexibility;
• maintain agreed additional funding for classroom assistants and auxiliary staff;
• fund projects on staged intervention;
• review and introduce improved national networks for publication and sharing of relevant good practice;
• develop proposals on parenting support;
• fund support for home-school link workers;
• publish information on parents' and carers' rights and responsibilities in the school system;
• review, in consultation, the nature and purpose of guidance in schools;
• fund some quick-start on pupil support bases;
• roll out the New Community Schools approach across Scotland;
• work towards a national framework for continuous professional development of teachers;
• ask local authorities to create their own action plans for implementing the DTG recommendations; and
• review progress on the Action Plan.

Action by local authorities:

• Create their own implementation plans, within Local Improvement Plans, for the actions ascribed to them and to schools.
• Work with schools in reviewing/providing the frameworks and support for local action to implement this Action Plan, e.g.:
  • links between learning and teaching and positive behaviour (rec 2);
  • pupil care and welfare (rec 7); and
  • managing transitions into primary, primary/secondary, work, etc. (rec 28).
• Provide details of implementation progress to the Executive within their Local Improvement Plans.

Action by schools:

• In consultation with teachers, pupils, parents/carers and other relevant interests, build upon past achievements in positive discipline approaches through action on the Task Group's recommendations, e.g.:
  • managing pupils in class and elsewhere (rec 4);
  • agreeing a dress code (rec 9); and
  • involving parents/carers (rec 15).
• Place pupils at the centre of structures in school.
• Promote positive behaviour and improving school ethos as priorities.
• Report progress in School Development Plans.

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