Poor start for deprived pupils
- Scottish children living in poverty are twice as likely to start school with developmental difficulties as other children, according to a report by children's charity Save the Children. It showed that the developmental levels of Scottish children from deprived backgrounds were far behind those of their wealthier peers at age five, hampering their chance of success in school. Poorer children were twice as likely to face emotional difficulties and have problems communicating.
Base to study youth crime
- A new research institute for the study of youth crime and social exclusion has been launched at the University of the West of Scotland's School of Education. It will focus on two areas: the Institute for Youth and Community Research will look at gang culture, policing youth violence and the imprisonment of young offenders; the Centre for Participation, Inclusion and Collaboration will examine "key areas of participative and inclusive education".
Teachers for pre-fives
- The EIS union has called on the Scottish government to introduce national, legally enforceable standards on access to a qualified, GTCS-registered teacher for pre-school children. It follows publication of the Making the difference - the impact of staff qualifications on children's learning in early years report by Education Scotland. EIS general secretary Larry Flanagan said the role of the teacher in the pre-five partnership had to be protected.
Online support for college staff
- A shared online service for college staff was launched this week, allowing them to exchange learning and teaching resources and find materials specific to the Scottish curriculum. Re:Source will be managed and supported by Scotland's Colleges, the Scottish Qualifications Authority, the JISC Regional Support Centre Scotland and Education Scotland, and has been developed and hosted by Jorum.
Thumbs up for hospital service
- Glasgow City Council's hospital education services have been lauded by inspectors for their motivated learners, high-quality relationships among children and young people and staff, good teaching and improved communication and links with schools. Inspectors were satisfied with the overall quality of provision, which had been criticised in an earlier 2007 inspection, and were confident that most of the school's self-evaluation was leading to improvements.