About you
3. What is your name?
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Mark McDonald
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Organisation details
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Scottish Autism
2. Information about your organisation
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Scottish Autism is Scotland's largest provider of autism-specific services. We are based in Alloa and provide services in communities across Scotland.
The organisation operates New Struan School, a specialist Independent School based in Alloa which offers day and residential places to young autistic learners. The school receives referrals from local authorities across Scotland, and currently has a roll of nineteen with the capacity determined by the needs of the young learners enrolled.
We also operate a national advice line which regularly receives contact from families where a young autistic learner has been excluded from school, often via informal measures such as part-time timetabling.
The organisation operates New Struan School, a specialist Independent School based in Alloa which offers day and residential places to young autistic learners. The school receives referrals from local authorities across Scotland, and currently has a roll of nineteen with the capacity determined by the needs of the young learners enrolled.
We also operate a national advice line which regularly receives contact from families where a young autistic learner has been excluded from school, often via informal measures such as part-time timetabling.
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Part 1 of the Bill
1. Several reports, including the OECD Review of the Curriculum for Excellence and Professor Ken Muir’s report “Putting Learners at the Centre. Towards a Future Vision for Scottish Education”, have recommended reforming the current Scottish Qualifications Authority. How well do you think the Bill addresses the concerns raised in those reports?
Please provide your response in the box provided.
The Bill creates a separate qualifications authority, which is positive, but we feel it does not go far enough in terms of accountability of the body to learners.
In light of the most recent issues regarding the miscommunication of qualifications information to learners on results day, it is clear that there remain questions around accountability which the charter may not fully address as while it sets out what learners can expect, and a duty to consult, it does not provide avenues for redress for learners.
In light of the most recent issues regarding the miscommunication of qualifications information to learners on results day, it is clear that there remain questions around accountability which the charter may not fully address as while it sets out what learners can expect, and a duty to consult, it does not provide avenues for redress for learners.
2. The Bill sets out measures designed to better involve learners, teachers and others in the new body’s decision-making. What do you think about these measures?
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We would like to see a separate measure around accessibility. We support learners who too often exist at the margins of the education system, and for whom access to qualifications requires the navigation of many barriers.
We would like to see more robust detail around how those learners who face systemic barriers to inclusion can be appropriately and adequately supported to become involved in the decision-making of the new body.
We would like to see more robust detail around how those learners who face systemic barriers to inclusion can be appropriately and adequately supported to become involved in the decision-making of the new body.
3. The Bill also creates several Charters, designed to let people know what they can expect when interacting with Qualifications Scotland. What is your view of these Charters?
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We welcome the charters as a positive step towards greater transparency. We feel that the creation of separate charters for learners and for teachers/practitioners is the correct approach.
We would reiterate that, when identifying the individuals to be consulted on the charters that learners and teachers/practitioners from the special school sector must be included within this process.
We would reiterate that, when identifying the individuals to be consulted on the charters that learners and teachers/practitioners from the special school sector must be included within this process.
Part 2 of the Bill
1. Part 2 of the Bill establishes the role of HM Chief Inspector of Education in Scotland, setting out what they will do and how they will operate. What are your views of these proposals? E.g. Do they allow for sufficient independence?
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We welcome the Chief Inspector's role being established, and we agree that the role is sufficiently independent.
The publication of an inspection plan is a sensible approach to take and will greatly increase confidence in the inspection regime within Scotland amongst the teaching profession.
We believe that the Bill should make provision for a requirement that within the inspectorate there must be relevant experience of ASN education, whether that be the Chief Inspector, Deputy Chief Inspector or HM Inspectors.
The publication of an inspection plan is a sensible approach to take and will greatly increase confidence in the inspection regime within Scotland amongst the teaching profession.
We believe that the Bill should make provision for a requirement that within the inspectorate there must be relevant experience of ASN education, whether that be the Chief Inspector, Deputy Chief Inspector or HM Inspectors.
2. What are you views on the reporting requirements set out in the Bill, including the requirement to report on the performance of the Scottish education system?
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It is our view that the report on performance of the Scottish education system must include a specific section on ASN education, whether that be ASN education delivered within mainstream settings or the special school sector.
3. Are there any powers HM Chief Inspector should have that are not set out in the Bill?
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No
Further comments
1. In your view, what should the outcomes of the Bill be?
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The Bill's outcomes should be that all learners in Scotland receive a high quality education with a robust approach to identifying and addressing barriers to inclusion and access to qualifications, thus ensuring that all learners have the ability to achieve their full potential.
The Bill should also lead to a wider confidence among learners, teachers/practitioners and parents in the quality of Scottish education.
The Bill should also lead to a wider confidence among learners, teachers/practitioners and parents in the quality of Scottish education.
2. Do you have any other comments on the Bill?
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No