1 Curriculum for Excellence, Scottish Executive, 2004
2 ?Improving Outcomes for Children and Young People: the role of schools in delivering integrated children’s services. Scottish Executive, 2006
3 ‘Towards a Curriculum for Excellence in secure care accommodation services’, May 2006
4 The code explains the new duties on education authorities and other agencies to support children's and young people's learning. It provides guidance on the Act's provisions as well as on the supporting framework of secondary legislation.
5 ‘Getting it right for every child’ builds on the Children (Scotland) Act 1995, and proposes new statutory duties on all agencies. Ministers have set out an ambitious agenda to encourage improved integration of policy and practice at both national and local levels. The Cabinet Delivery Group on Children and Young People is driving the agenda forward.
6 See Appendix 1 which shows one example of a calendar for self-evaluation activities.
7 Services should be clear about information contained within the regulation to do with staffing, Scottish Statutory Instrument 114 13(c) (1) (11). Also the Scottish Social Services Council Employers’ Code of Practice, 3.2
8 The service’s community includes children and young people, parents and carers and placing authorities, members of the governing body, staff, representatives from other agencies, and members of the local and wider community
9 The evidence gathered using QI 1.1, has a significant relationship to this quality indicator. However, there may be apparent discrepancies between the evaluations given within Key Area 1 and those given within Key Areas 2, 3 or 4. An improving service may provide considerable evidence of impact on its stakeholders. However, significant changes in measurable outcomes such as those included in Key Area 1 may take longer to become apparent. For example, children and young people may indicate through their views and behaviour, that they are learning and behaving more appropriately than they did when in previous placements. It may take time, however, for improvements such as these to translate into increased achievement and attainment levels or reduction in offending. In other words, there may be a time lag between improvements in terms of benefits for children and young people and the overall measurable outcomes of the service.
10 The paper produced in May 2006 by the secure forum sub-group Towards A Curriculum for Excellence within Secure Accommodation accurately summarises the context and key features, including a description of the curriculum across 24 hours, for residential special schools and secure accommodation services.
11 Therapies are wide-ranging and include specialist approaches to children with physical, sensory and complex needs. They also include interventions and support such as art, drama, music and play therapy. For some children and young people they will include specialist counselling approaches.
12 Links also to planning and assessment QI 5.5