Context

Data tells us that children who are impacted by poverty are disproportionately represented in the numbers of children who are identified as having additional support needs at school and early years settings. Therefore when considering how best to support children and young people we need to think about how these factors influence each other and are interconnected.

What was done?

A small project group evaluated current understanding of these interconnections across the education system through surveys and discussions with practitioners and Education Scotland staff. It highlighted a wide variation in knowledge and understanding of these interconnections. Staff were keen to learn more about the interconnections and also to share effective practice in how settings could support and impact the outcomes for this specific group of children and young people. The following diagram highlights the interconnections being considered:

Interconnection between children and young people impacted by poverty and identified with ASNs

The following resources were developed by the project group, followed by consultation with practitioners to sense check their value and practicality.

Key concepts briefing

Word document which can be used by all to increase understanding of the interconnections between poverty and ASNs, with links to key legislation and policies.

Powerpoint presentation with script and audio

A powerpoint that can be used by senior leaders to explore with practitioners the interconnections between poverty and ASNs. It includes pause points for reflection and professional dialogue.

This has both a script and audio version to make it accessible to all practitioners and leaders.

SAC self-evaluation

This national self-evaluation resource has been updated to include specific references to children identified with ASNs and the provisions that support them. Any school, leader or practitioner can use this resource to evaluate their use of SAC within their own context.

SAC: effective and emerging practice for children identified with ASNs

This is a word document that senior leaders and practitioners can use to consider the best use of SAC funding with their context of ASNs. The resource presents a model of how to effectively plan and implement approaches using SAC. These are relevant to classrooms or schools. It shares practice examples from the ASN sector to highlight emerging and/ or effective practice.

Scotland’s Equity Toolkit

This resource can be used by anyone seeking more evidence on inclusion through SAC funding. Click on the interactive thinglink and press on the inclusion button for more information/ research.

Children and young people’s voice – an inclusive approach

Version for children who require alternative communication approaches

A practical approach to ensuring children and young people who are identified with ASNs are participating in the planning and decision-making around the Scottish Attainment Challenge.

This will be particularly useful for senior leaders and practitioners with responsibility for SAC.

ASN QAMSO resources

A series of videos to support practitioners and leaders to support moderation of achievement and attainment. This will help with the tracking and monitoring of impact of SAC funding.

Policy map showing links across legislation and policies

An interactive resource which maps out the legislation and policies relevant to the interconnections between poverty and ASNs. There are also examples of practice of where settings have put this into practice.

Coming in August 2024

Video shorts

A series of video shorts exploring some specific groups of children with identified ASNs and the links with poverty/ financial instability.

Coming in August 2024

Improvement questions

• Do you know the children or young people in your authority, school or class who are affected by poverty/ financial instability and identified with ASNs?
• To what extent are children and the families with lived experience of poverty/financial instability represented in the decision-making, planning and evaluation of SAC funding at school and authority levels?
• In what ways are you tracking the impact of SAC funding for children with ASNs, including those following an individualised curriculum?