Schools and education settings are adapting their teaching approaches and making more use of digital tools to support children to make progress in response to the pandemic.

The findings are part of a new national thematic review on local approaches to recovery published by Scotland’s HM Inspectors of Education. The review identifies common priorities that aim to address some of the challenges for the education sector arising from the pandemic.

HM Inspectors visited schools and other education settings between November and December 2021 to evaluate the impact of the pandemic on school’s improvement and recovery priorities.

Gayle Gorman, Chief Inspector of Education and Chief Executive of Education Scotland said: "Across Scotland, education staff are working with dedication, resilience and innovation to take forward improvement priorities and to manage the challenges of Covid-19.

"We have seen changes to teaching and learning, to support children to make progress, and increased use of digital tools to enhance communication with parents.

"A key feature of the last two years has been and continues to be the flexibility of senior leaders and staff to take forward emerging priorities for improvement. These priorities reflect the needs of the local school community."

The report outlines the evidence HM Inspectors gathered on how schools and settings are taking forward approaches to support children’s and young people’s learning. It also makes reference to the challenges being experienced due to the pandemic.

Janie McManus, Strategic Director for Scrutiny at Education Scotland, continued: "In our visits to schools and participating in virtual discussions, HM Inspectors have listened and connected with staff and learners first hand. We have heard about the collaboration, resilience and empathy which is at the heart of our the approach by schools and settings to address the impact of the pandemic. Staff have evaluated their practice, and importantly, identified issues which most affected children and young people and improvement priorities reflect this.

"Staff, as we would expect, have given attention to implementing improvement and, or recovery priorities to support children’s and young people’s learning. They have been flexible in order to manage and support their school communities through considerable challenges, and have prioritised the wellbeing of children and young people."

Read the Local approaches to recovery: a thematic review.