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connect: report on implementation of Better Behaviour - Better Learning, 2004
4 conclusion
It is evident from quantitative and qualitative information presented by authorities to SEED that authorities and schools have made excellent progress in the implementation of most of the recommendations of the Better Behaviour - Better Learning report.
In the early days of Executive funding for Better Behaviour - Better Learning authorities were asked to prioritise the establishment of support bases in schools and the deployment of additional staff to support schools to promote positive behaviour. That emphasis has led to clear progress in those aspects of implementation.
Authorities have since developed their strategic thinking and their progress on implementation reflects their local priorities and needs. This is as it should be, as in all authorities there was already a range of activities and initiatives to support schools to develop their ethos, promote inclusion and establish structures for responding to individual pupils' needs. It is pleasing to see that in some authorities working groups and dedicated staff have enabled a strategy for promoting positive behaviour using BB-BL as a framework. BB-BL will remain in place to monitor progress and influence further development.
In the years since 2001, discipline in schools has continued to be a priority for teachers. It remains a high profile issue. The work presented by authorities and schools to the Scottish Executive shows that there is ongoing commitment to supporting teachers and there is creative thinking in Scotland on how to ensure our schools are positive learning environments. It is now time to consider how much progress has been made - this report describes how many of the recommendations are well established and being implemented throughout schools across Scotland. Work must continue to maintain that good practice and build on those successes.
We must ensure the momentum of BB-BL continues. The roll out of Integrated Community Schools will provide the context for integrating support to pupils by a range of services. The Education (Additional Support for Learning) (Scotland) Act 2004 will present a structured approach to planning to meet individual needs and will build on good practice already developed in supporting pupils with behavioural difficulties.
Looking to the future, BB-BL will remain part of a wider framework of improvement planning for authorities and schools. HMIE will continue to review policies and practice. The process of sharing information and disseminating what works between schools and authorities must continue. The Scottish Executive will continue to work in partnership with authorities and enable policy makers and practitioners to keep the promotion
of positive behaviour alive and forward looking. A dynamic and proactive approach is required to ensure confidence in our schools and to continue the excellent work that goes into making our schools the caring, learning communities in which all children can thrive.
The information from most authorities can be summed up in the statement made by one authority:
"The Scottish Executive's continued focus is supporting local authorities in their drive to improve attainment for all. The development of secondary support bases is increasing pupil inclusion and curriculum flexibility. Additional support in classrooms has won teacher support. Policy development and support and advice from the local authority has led to specific policy development on pupil care, welfare and positive discipline, and to stronger partnerships between authorities and schools."
Moray Council
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