{"id":32,"date":"2026-06-13T13:10:25","date_gmt":"2026-06-13T12:10:25","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/dg\/careexperience\/?page_id=32"},"modified":"2026-06-13T15:11:30","modified_gmt":"2026-06-13T14:11:30","slug":"national-local-policy-context","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/dg\/careexperience\/national-local-policy-context\/","title":{"rendered":"National &amp; Local Policy Context"},"content":{"rendered":"<p>In Scotland, several key\u00a0national policies and guidance documents\u00a0provide a strong legal and strategic framework for supporting\u00a0Care Experienced children and young people\u00a0in education. These policies guide how schools and local authorities identify, support, and improve outcomes for these learners.<\/p>\n<p>&nbsp;<\/p>\n<h1><strong>National Policy Context<\/strong><\/h1>\n<p>Supporting care experienced children and young people is underpinned by a robust national policy framework in Scotland, which collectively places equity, children\u2019s rights, relationships and wellbeing at the centre of education. These policies establish the expectations for schools, local authorities and partners as corporate parents, ensuring that care experienced learners are supported to achieve positive outcomes.<\/p>\n<p style=\"text-align: center\"><strong> <img decoding=\"async\" class=\"alignnone size-full wp-image-59\" src=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13141622\/Picture1.png\" alt=\"\" width=\"458\" height=\"305\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13141622\/Picture1.png 458w, https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13141622\/Picture1-300x200.png 300w\" sizes=\"(max-width: 458px) 100vw, 458px\" \/><\/strong><\/p>\n<h2><\/h2>\n<h2><a href=\"https:\/\/www.gov.scot\/publications\/supporting-childrens-learning-statutory-guidance-education-additional-support-learning-scotland\/\"><strong>Additional Support for Learning (ASL) Act 2004 (as amended)<\/strong><\/a><\/h2>\n<p><iframe loading=\"lazy\" title=\"Additional Support for Learning in Scotland\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/N-L1l9iNoSg?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<div>\n<p>The Additional Support for Learning (ASL) Act 2004 (as amended) provides the legal framework in Scotland for identifying and supporting children and young people who face barriers to learning. It establishes that additional support can be required for any reason, and for any length of time, depending on the individual needs of the child or young person.<\/p>\n<p>The Act places clear duties on local authorities to identify, provide for and regularly review the additional support needs of all learners for whom they are responsible. It also promotes a collaborative, multi-agency approach where education, health and social work services work together to plan and deliver support, particularly where needs are complex or long-term.<\/p>\n<p>For care-experienced children and young people, the Act is particularly significant, as their circumstances may create barriers to learning and wellbeing. As a result, many care experienced learners will meet the definition of having additional support needs, even where there is no formal diagnosis. The legislation ensures that they are entitled to appropriate, timely and coordinated support to enable them to fully access education and achieve their potential.<\/p>\n<p>The Act also underpins key processes such as assessment, planning (including Co-ordinated Support Plans\u00a0 -where required), and the involvement of children, young people and families in decision-making. Overall, it reinforces an inclusive, rights-based approach, ensuring that care-experienced pupils receive the support necessary to participate, progress and succeed in education<\/p>\n<\/div>\n<p><strong>\u00a0<\/strong><\/p>\n<h2><a href=\"https:\/\/www.gov.scot\/publications\/children-young-people-scotland-act-2014-national-guidance-part-12\/pages\/3\/\"><strong>Children and Young People (Scotland) Act 2014<\/strong><\/a><\/h2>\n<ul>\n<li>Foundation of Corporate Parenting: Establishes duties for public bodies, including schools and local authorities, to act as\u00a0corporate parents\u00a0to looked after children and care leavers.<\/li>\n<li>Wellbeing Duty: Requires agencies to safeguard, support and promote wellbeing under\u00a0GIRFEC\u00a0(<a href=\"https:\/\/www.gov.scot\/policies\/girfec\/\">Getting it Right for Every Child<\/a>).<\/li>\n<li>Continuing Care and Aftercare: Extends entitlements beyond age 16\/18 years.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><iframe loading=\"lazy\" title=\"Children and Young People Act Animation\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/EPvEMLKJ9ww?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<h2><\/h2>\n<h2><strong>Children (Care, Care Experience and Services Planning) (Scotland) Act 2026<\/strong><\/h2>\n<p>The Children (Care, Care Experience and Services Planning) (Scotland) Act 2026 is landmark legislation that seeks to strengthen support, rights and outcomes for children, young people and adults with care experience. It forms a key part of Scotland\u2019s commitment to implement the findings of the Independent Care Review and \u201cKeep The Promise.\u201d<\/p>\n<p>The Act introduces a range of measures to improve the children\u2019s care system, including extending access to aftercare support, establishing a right to independent advocacy, and enhancing duties on public authorities to recognise and respond to care experience.\u00a0 It also strengthens oversight and practice within care services\u2014such as reforms to the children\u2019s hearings system, provisions relating to fostering and residential care, and the creation of a national register of foster carers.<\/p>\n<p>In addition, the Act reforms how children\u2019s services are planned locally by placing new joint responsibilities on local authorities, health boards and Integration Joint Boards, supporting more joined-up, multi-agency delivery of services.<\/p>\n<p>Overall, the Act aims to ensure that care-experienced children and young people receive consistent, rights-based support and that services are better coordinated to meet their needs<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2><a href=\"https:\/\/www.legislation.gov.uk\/asp\/2016\/8\/contents\/enacted\"><strong>Education (Scotland) Act 2016<\/strong><\/a><\/h2>\n<div>\n<p>The <a href=\"https:\/\/www.legislation.gov.uk\/ukpga\/1980\/44\/contents\">Education (Scotland) Act 2016 <\/a>places a clear legal duty on Scottish Ministers and local authorities to reduce inequalities of educational outcome, ensuring that children and young people who face disadvantage are supported to achieve their full potential.<\/p>\n<p>&nbsp;<\/p>\n<p>For care experienced children and young people, this Act is particularly significant. It reinforces the expectation that schools, as part of the wider corporate parenting family, must take proactive, targeted action to address the barriers that impact on their learning, wellbeing and attainment.<\/p>\n<h2><\/h2>\n<p>The Act strengthens the role of schools in delivering corporate parenting responsibilities by:<\/p>\n<ul>\n<li><strong><em>Prioritising equity over equality<\/em><\/strong><br \/>\nSchools must recognise that care experienced pupils may require additional, differentiated support to achieve equitable outcomes.<\/li>\n<li><strong><em>Embedding rights-based practice<\/em><\/strong><br \/>\nThe Act supports children and young people, particularly those over 12 years, to have a stronger voice in decisions about their education and support, aligning with <a href=\"https:\/\/www.unicef.org.uk\/what-we-do\/un-convention-child-rights\/\">UNCRC<\/a> principles and <a href=\"https:\/\/thepromise.scot\/\">The Promise<\/a>.<\/li>\n<li><em><strong>Driving improvement through accountability<\/strong><\/em><br \/>\nThrough the <a href=\"https:\/\/www.bing.com\/ck\/a?!&amp;&amp;p=8fa6572bc102b68c719d9808564edf93a8d23bfed8ca0d483e45cfe19bda8163JmltdHM9MTc4MTMwODgwMA&amp;ptn=3&amp;ver=2&amp;hsh=4&amp;fclid=1ae509d5-b18f-656d-35cb-1c45b0a86477&amp;psq=National+Improvement+Framework&amp;u=a1aHR0cHM6Ly93d3cuZ292LnNjb3QvcG9saWNpZXMvc2Nob29scy9uYXRpb25hbC1pbXByb3ZlbWVudC1mcmFtZXdvcmsv\">National Improvement Framework<\/a>, schools and local authorities must plan, monitor and report on progress in closing the attainment gap, including for care experienced learners.<\/li>\n<li><em><strong>Promoting wellbeing and inclusion<\/strong><\/em><br \/>\nDuties relating to health and wellbeing reinforce the expectation that schools create safe, nurturing and inclusive environments, consistent with <a href=\"https:\/\/www.gov.scot\/policies\/girfec\/\">GIRFEC<\/a>.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>In practice, the Act supports delivery of <a href=\"https:\/\/www.gov.scot\/publications\/keeping-promise-implementation-plan\/\">Keeping The Promise<\/a> by requiring schools to:<\/p>\n<ul>\n<li>Actively identify and remove barriers to learning, including those linked to trauma, instability, poverty or stigma<\/li>\n<li>Provide consistent, relationship-based support, recognising the importance of trusted adults<\/li>\n<li>Ensure full participation and voice for care experienced pupils in decisions that affect them<\/li>\n<li>Track and monitor progress closely, with a clear focus on improving outcomes<\/li>\n<li>Work collaboratively with partners (social work, health, families and carers) as part of a joined-up corporate parenting approach<\/li>\n<\/ul>\n<\/div>\n<p><strong>\u00a0<\/strong><\/p>\n<h2><\/h2>\n<h2><a href=\"https:\/\/www.gov.scot\/policies\/girfec\/\"><strong>Getting it Right for Every Child<\/strong><\/a><\/h2>\n<p><iframe loading=\"lazy\" title=\"GIRFEC Overview (video 1)\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/gOpeHIaDys4?list=PLDgTzLd2QrJHJ4EpV08NZdwF7KdnhHAvA\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<div>\n<p><a href=\"https:\/\/www.bing.com\/ck\/a?!&amp;&amp;p=36f027fa0b9610523c6d512d6d2bad91023c06e30e66e1e2edc7d91e5b26b076JmltdHM9MTc4MTMwODgwMA&amp;ptn=3&amp;ver=2&amp;hsh=4&amp;fclid=1ae509d5-b18f-656d-35cb-1c45b0a86477&amp;psq=girfec&amp;u=a1aHR0cHM6Ly93d3cuZ292LnNjb3QvcG9saWNpZXMvZ2lyZmVjLw\">Getting It Right for Every Child (GIRFEC)<\/a> is Scotland\u2019s national, rights\u2011based approach to supporting children and young people. It places the child at the centre of all decision\u2011making and ensures they receive the right help, at the right time, from the right people to support their wellbeing and development.<\/p>\n<p>&nbsp;<\/p>\n<p>For care experienced children and young people, GIRFEC is fundamental to delivering effective corporate parenting and to realising Scotland\u2019s commitment to <a href=\"https:\/\/www.gov.scot\/publications\/keeping-promise-implementation-plan\/\">Keep The Promise<\/a>.<\/p>\n<\/div>\n<h1><\/h1>\n<div>\n<p>GIRFEC requires schools and partners to take a holistic, relational and multi\u2011agency approach to supporting care experienced learners:<\/p>\n<ul>\n<li><em><strong>Child-centred and rights-based practice<\/strong><\/em><br \/>\nCare experienced pupils must be listened to, involved in decisions, and supported to express their views about their education, wellbeing and care.<\/li>\n<li><em><strong>A focus on <a href=\"https:\/\/www.gov.scot\/policies\/girfec\/wellbeing-indicators-shanarri\/\">wellbeing (SHANARRI) indicators<\/a><\/strong><\/em><br \/>\nSchools actively promote and respond to pupils being safe, healthy, achieving, nurtured, active, respected, responsible and included, recognising the impact of trauma and disrupted experiences.<\/li>\n<li><em><strong>Early identification and intervention<\/strong><\/em><br \/>\nSchools must identify emerging wellbeing or learning needs early and provide timely, preventative support to reduce escalation.<\/li>\n<li><em><strong>Coordinated support through a Team Around the Child<\/strong><\/em><br \/>\nGIRFEC ensures joined-up working between education, social work, health, carers and partners, with clear roles such as the Named Person and Lead Professional to coordinate support.<\/li>\n<li><em><strong>Consistent relationships<\/strong><\/em><br \/>\nEmphasis is placed on trusted adults and stable relationships, which are critical for care experienced pupils.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Through GIRFEC, schools are expected to:<\/p>\n<ul>\n<li>Know their care experienced pupils well and understand their individual circumstances<\/li>\n<li>Provide inclusive, trauma-informed environments that support engagement and belonging<\/li>\n<li>Ensure continuity and support across transitions (e.g. placements, stages, schools)<\/li>\n<li>Work collaboratively with carers, families and professionals to deliver coherent support<\/li>\n<li>Use planning tools (e.g. Child\u2019s Plan) to coordinate and review progress<\/li>\n<\/ul>\n<\/div>\n<h1><\/h1>\n<h1><\/h1>\n<h1><a href=\"https:\/\/www.gtcs.org.uk\/documents\/the-standard-for-full-registration\"><strong>GTCS Standards for Registration<\/strong><\/a><\/h1>\n<p><iframe loading=\"lazy\" title=\"Welcome to the Professional Standards for Teachers 2021\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/ng3B8_jvP_Y?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<div>\n<p>The <a href=\"https:\/\/www.gtcs.org.uk\/knowledge-base\/articles\/a-guide-to-the-professional-standards\">GTCS Standards for Registration<\/a> set out the core expectations for all teachers in Scotland, describing teacher professionalism through a framework of professional values, professional knowledge and understanding, and professional skills and abilities.\u00a0 These standards define not only what teachers do, but how they act and the values they uphold, placing a strong emphasis on social justice, inclusion, and children\u2019s rights.<\/p>\n<h2><\/h2>\n<p>The GTCS Standards make clear that supporting care experienced learners is a core professional responsibility, not an optional or additional aspect of practice:<\/p>\n<ul>\n<li><em><strong>Commitment to social justice and equity<\/strong><\/em><br \/>\nTeachers are expected to actively address disadvantage and reduce barriers to learning, recognising the impact of poverty, trauma and inequality on outcomes.<\/li>\n<li><em><strong>Rights-based and inclusive practice<\/strong><\/em><br \/>\nThe Standards emphasise respect for children\u2019s rights (UNCRC) and require teachers to ensure all learners are included, valued and supported to participate fully in their education.<\/li>\n<li><em><strong>Understanding care experience and trauma<\/strong><\/em><br \/>\nTeachers are expected to demonstrate awareness of the needs of children who have experienced care or trauma, and to respond with appropriate, compassionate and informed approaches.<\/li>\n<li><em><strong>Building positive, trusting relationships<\/strong><\/em><br \/>\nProfessional values of trust, respect and integrity underpin the importance of strong, consistent relationships, all of which are critical for care experienced learners.<\/li>\n<li><em><strong>Inclusive teaching and support<\/strong><\/em><br \/>\nTeachers must adapt learning, assessment and classroom environments to meet individual needs, ensuring that care experienced pupils can engage, achieve and feel a sense of belonging.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>In line with corporate parenting and <a href=\"https:\/\/thepromise.scot\/keeping-the-promise\/\">Keeping The Promise<\/a>, the GTCS Standards require teachers to:<\/p>\n<ul>\n<li>See inclusion as everyone\u2019s responsibility and embed it in daily classroom practice<\/li>\n<li>Recognise and respond to unmet needs early, including wellbeing and additional support needs<\/li>\n<li>Create safe, nurturing and respectful learning environments<\/li>\n<li>Work collaboratively with colleagues and partners to support each child<\/li>\n<li>Reflect on and continuously improve practice to better meet the needs of vulnerable learners<\/li>\n<\/ul>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2><strong>Included, Engaged and Involved<\/strong><\/h2>\n<div>\n<p>The Included, Engaged and Involved series is Scottish Government guidance that sets out the national approach to attendance, behaviour and exclusion in schools, underpinned by a strong focus on relationships, inclusion and children\u2019s rights. Across all three parts, the core aim is to ensure that every child is present, participating and supported to succeed in education.<\/p>\n<p><a href=\"https:\/\/www.gov.scot\/binaries\/content\/documents\/govscot\/publications\/advice-and-guidance\/2026\/03\/included-engaged-involved-part-1-improving-attendance-scotlands-schools\/documents\/included-engaged-involved-part-1-positive-approach-promotion-management-attendance-scottish-schools\/included-engaged-involved-part-1-positive-approach-promotion-management-attendance-scottish-schools\/govscot%3Adocument\/included-engaged-involved-part-1-positive-approach-promotion-management-attendance-scottish-schools.pdf\"><strong>Part 1:\u00a0 Improving Attendance in Scottish Schools<\/strong><\/a><br \/>\nFocuses on promoting and improving attendance, recognising that being in school is critical to children\u2019s attainment, wellbeing and long-term outcomes. It emphasises understanding and addressing the complex barriers that prevent children from attending and engaging in school.<\/p>\n<p><a href=\"https:\/\/www.gov.scot\/publications\/included-engaged-involved-part-2-positive-approach-preventing-managing-school\/\"><strong>Part 2:\u00a0 Preventing and Managing School Exclusions<\/strong><\/a><br \/>\nProvides guidance on preventing and managing school exclusions, with a clear expectation that exclusion should be avoided wherever possible.\u00a0 It promotes early intervention, positive relationships and inclusive practice to reduce the need for exclusion.<\/p>\n<p><a href=\"https:\/\/www.gov.scot\/publications\/included-engaged-involved-part-3-relationships-rights-based-approach-physical-intervention-schools\/\"><strong>Part 3:\u00a0 Physical Intervention in Schools<\/strong><\/a><br \/>\nFocuses on relationships-based and rights-based approaches to behaviour, including guidance on physical intervention, with a strong emphasis on prevention, de-escalation and safety.<\/p>\n<p>&nbsp;<\/p>\n<p>Across the series, schools are expected to adopt a whole-school, preventative approach which:<\/p>\n<ul>\n<li>Builds a positive, inclusive ethos where all children feel safe, respected and connected<\/li>\n<li>Prioritises relationships and wellbeing as the foundation for engagement and learning<\/li>\n<li>Uses early intervention and staged support to address emerging needs<\/li>\n<li>Works closely with families and partners to understand and respond to barriers<\/li>\n<li>Reduces reliance on exclusion by promoting nurturing, restorative and flexible approaches<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>For care experienced pupils, the Included, Engaged and Involved series is particularly significant, as it reinforces expectations that align with corporate parenting and Keeping The Promise:<\/p>\n<ul>\n<li><em><strong>Understanding individual circumstances<\/strong><\/em><br \/>\nSchools must take full account of the impact of trauma, care experience and disrupted learning, ensuring responses are sensitive and proportionate.<\/li>\n<li><em><strong>Preventing exclusion and disengagement<\/strong><\/em><br \/>\nGiven that care experienced pupils are more likely to face exclusion and disrupted education, there is a clear expectation that schools will actively prevent exclusion and maintain engagement.<\/li>\n<li><em><strong>Removing barriers to attendance<\/strong><\/em><br \/>\nSchools are expected to identify and address barriers such as placement moves, wellbeing needs or stigma, enabling pupils to attend and participate consistently.<\/li>\n<li><em><strong>Relationship-based, nurturing approaches<\/strong><\/em><br \/>\nThe guidance emphasises the importance of trusted adults and strong relationships, which are critical for care experienced learners.<\/li>\n<li><em><strong>Flexible, responsive support<\/strong><\/em><br \/>\nSchools should use adapted timetables, targeted support and partnership working to meet individual needs and avoid disengagement.<\/li>\n<\/ul>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2><a href=\"https:\/\/www.gov.scot\/publications\/national-guidance-child-protection-scotland-2021-updated-2023\/documents\/\"><strong>National Guidance for Child Protection in Scotland (2021) \u2013 updated 2023<\/strong><\/a><\/h2>\n<div>\n<p>The <a href=\"https:\/\/celcis.org\/knowledge-bank\/search-bank\/national-guidance-child-protection-scotland-2023\">National Guidance for Child Protection in Scotland (2021 \u2013 updated 2023)<\/a> provides the overarching national framework for how all practitioners and agencies work together to protect children and young people from harm, including abuse, neglect, exploitation and violence.<br \/>\nIt sets out the responsibilities, expectations and processes for everyone working with children and emphasises that keeping children safe is a shared responsibility across all services, including education.<\/p>\n<p>The guidance is firmly embedded within the GIRFEC approach, promoting early intervention, children\u2019s rights, and collaborative working to support wellbeing and safeguard children effectively.<\/p>\n<p>&nbsp;<\/p>\n<p>For schools, the guidance reinforces that staff have a critical safeguarding role as part of everyday practice.\u00a0 For care experienced learners, the guidance is particularly significant as they are more likely to have experienced adversity, trauma or involvement with child protection systems:<\/p>\n<ul>\n<li><em><strong>Heightened awareness of vulnerability<\/strong><\/em><br \/>\nSchools must recognise that care experienced pupils may be at increased risk and ensure heightened vigilance and support.<\/li>\n<li><em><strong>Holistic understanding of needs<\/strong><\/em><br \/>\nSafeguarding responses must consider the full context of the child\u2019s life, including care status, relationships, and wider wellbeing factors.<\/li>\n<li><em><strong>Consistent, trusted relationships<\/strong><\/em><br \/>\nThe guidance reinforces the importance of stable, supportive relationships with key adults in school, which are central to protection and recovery.<\/li>\n<li><em><strong>Effective information sharing and partnership working<\/strong><\/em><br \/>\nSchools must work closely with carers, social work and other partners to ensure coordinated, timely responses to concerns.<\/li>\n<li><em><strong>Participation and voice<\/strong><\/em><br \/>\nCare experienced children must be listened to and involved in decisions about their safety and wellbeing, in line with rights-based practice.<\/li>\n<\/ul>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2><strong><a href=\"https:\/\/www.gov.scot\/policies\/schools\/national-improvement-framework\/\">National Improvement Framework (NIF)<\/a>\u00a0<\/strong><\/h2>\n<p><iframe loading=\"lazy\" title=\"National Improvement Framework Data\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/BQJcS4460P4?start=9&#038;feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><a href=\"https:\/\/www.gov.scot\/policies\/schools\/national-improvement-framework\/\">The National Improvement Framework (NIF) <\/a>is Scotland\u2019s key driver for improving education, setting out the national vision, priorities and outcomes to ensure all children and young people achieve excellence and equity.\u00a0 At its core, the NIF focuses on raising attainment, improving wellbeing, and closing the poverty-related attainment gap, with clear expectations for planning, monitoring and accountability across the education system.<\/p>\n<p>&nbsp;<\/p>\n<div>\n<p>For care experienced learners, the NIF is particularly significant as it places a strong national focus on equity and improved outcomes for disadvantaged groups:<\/p>\n<ul>\n<li><em><strong>Closing the attainment gap<\/strong><\/em><br \/>\nCare experienced pupils are a key priority within efforts to reduce inequalities, with an expectation of targeted support to improve attainment and achievement.<\/li>\n<li><em><strong>Targeted investment and support<\/strong><\/em><br \/>\nNational programmes linked to the NIF, such as the Scottish Attainment Challenge, include specific funding streams for care experienced children and young people.<\/li>\n<li><em><strong>Improved tracking and accountability<\/strong><\/em><br \/>\nSchools and authorities are expected to monitor outcomes for vulnerable groups, ensuring that care experienced learners are visible in data and improvement planning.<\/li>\n<li><em><strong>Holistic focus on wellbeing and engagement<\/strong><\/em><br \/>\nThe NIF recognises that improving outcomes requires attention to health, wellbeing, relationships and engagement, not just attainment.<\/li>\n<li><em><strong>Partnership and corporate parenting<\/strong><\/em><br \/>\nThe framework reinforces the need for joined-up, multi-agency support, ensuring that education, social work and other partners work together to improve outcomes.<\/li>\n<\/ul>\n<\/div>\n<p>&nbsp;<\/p>\n<h2><strong><a href=\"https:\/\/education.gov.scot\/learning-in-scotland\/scottish-attainment-challenge\/\">Scottish Attainment Challenge<\/a><\/strong><\/h2>\n<div>\n<p>The <a href=\"https:\/\/education.gov.scot\/learning-in-scotland\/scottish-attainment-challenge\/\">Scottish Attainment Challenge (SAC)<\/a> is a national programme designed to improve educational outcomes for children and young people affected by poverty, with a central focus on closing the poverty-related attainment gap.\u00a0 \u00a0Launched in 2015, it is a key delivery mechanism for achieving equity in Scottish education and is closely aligned to the <a href=\"https:\/\/education.gov.scot\/parentzone\/curriculum-in-scotland\/national-improvement-framework\/\">National Improvement Framework<\/a>, <a href=\"https:\/\/www.bing.com\/ck\/a?!&amp;&amp;p=ed171b285df8b6acacae8c4be3ff5ba0020527f594fde55671c6836b05f22323JmltdHM9MTc4MTMwODgwMA&amp;ptn=3&amp;ver=2&amp;hsh=4&amp;fclid=1ae509d5-b18f-656d-35cb-1c45b0a86477&amp;psq=gifec&amp;u=a1aHR0cHM6Ly93d3cuZ292LnNjb3QvcG9saWNpZXMvZ2lyZmVjLw\">GIRFEC<\/a> and <a href=\"https:\/\/www.bing.com\/ck\/a?!&amp;&amp;p=5ce6561916663a7cb3d3d42813726bd011136e9b66c3b46d279e42f015cae12fJmltdHM9MTc4MTMwODgwMA&amp;ptn=3&amp;ver=2&amp;hsh=4&amp;fclid=1ae509d5-b18f-656d-35cb-1c45b0a86477&amp;psq=curriculum+for+excellence&amp;u=a1aHR0cHM6Ly9lZHVjYXRpb24uZ292LnNjb3QvY3VycmljdWx1bS1mb3ItZXhjZWxsZW5jZS8\">Curriculum for Excellence<\/a>.<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p><iframe loading=\"lazy\" title=\"Equity and Care Experienced Children and Young People\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/3n7RFTYs-1o?start=2&#038;feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<div>\n<p>For care experienced learners, the Scottish Attainment Challenge is particularly important as it provides targeted resource and national focus on improving their outcomes:<\/p>\n<ul>\n<li><em><strong>Dedicated funding for care experienced learners<\/strong><\/em><br \/>\nThe SAC includes Care Experienced Children and Young People (CECYP) funding, allocated to local authorities specifically to improve educational outcomes for this group.<\/li>\n<li><strong>Closing the attainment and opportunity gap<\/strong><br \/>\nCare experienced pupils are recognised as a priority group within efforts to reduce inequalities, with an expectation of additional, targeted support.<\/li>\n<li><em><strong>Focus on wellbeing, engagement and relationships<\/strong><\/em><br \/>\nInterventions funded through SAC support not only attainment but also attendance, engagement, family support and wellbeing, reflecting the holistic needs of care experienced learners.<\/li>\n<li><em><strong>Improved tracking and accountability<\/strong><\/em><br \/>\nSchools and local authorities are expected to monitor progress for care experienced pupils, ensuring they are visible within planning, reporting and improvement activity.<\/li>\n<li><em><strong>Alignment with corporate parenting and <a href=\"https:\/\/www.bing.com\/ck\/a?!&amp;&amp;p=9f9e8dbd1c5beb23f2d71585ace6a82d9c605bede7f7f0a0766504a5414e3782JmltdHM9MTc4MTMwODgwMA&amp;ptn=3&amp;ver=2&amp;hsh=4&amp;fclid=1ae509d5-b18f-656d-35cb-1c45b0a86477&amp;psq=the+promise&amp;u=a1aHR0cHM6Ly90aGVwcm9taXNlLnNjb3Qv\">The Promise<\/a><\/strong><\/em><br \/>\nThe SAC reinforces the expectation that schools act as effective corporate parents, using available resources to remove barriers and improve outcomes.<\/li>\n<\/ul>\n<\/div>\n<h2><\/h2>\n<h2><a href=\"https:\/\/thepromise.scot\/\"><strong>The Promise (2020)<\/strong><\/a><\/h2>\n<p><iframe loading=\"lazy\" title=\"What is the promise?\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/S4T9wwgGynY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<div>\n<p><a href=\"https:\/\/www.bing.com\/ck\/a?!&amp;&amp;p=9f9e8dbd1c5beb23f2d71585ace6a82d9c605bede7f7f0a0766504a5414e3782JmltdHM9MTc4MTMwODgwMA&amp;ptn=3&amp;ver=2&amp;hsh=4&amp;fclid=1ae509d5-b18f-656d-35cb-1c45b0a86477&amp;psq=the+promise&amp;u=a1aHR0cHM6Ly90aGVwcm9taXNlLnNjb3Qv\">The Promise<\/a> is Scotland\u2019s national commitment, made in 2020 following the<a href=\"https:\/\/www.celcis.org\/knowledge-bank\/search-bank\/independent-care-review-evidence-framework\"> Independent Care Review<\/a>, to transform how the country cares for its children and young people. It sets out the ambition that all children and young people with care experience will grow up loved, safe and respected, so they can realise their full potential, with a collective commitment to achieve this by 2030.<\/p>\n<p>The Promise is based on the voices and experiences of care experienced people and calls for fundamental change across policy, services and practice, ensuring that children\u2019s rights, relationships and wellbeing are placed at the centre of all decision making.<\/p>\n<p>&nbsp;<\/p>\n<div>\n<p>The Promise represents a commitment to significantly improve the experiences and outcomes of care experienced learners:<\/p>\n<ul>\n<li><em><strong>Growing up in loving, stable environments<\/strong><\/em><br \/>\nThe priority is to keep children with their families where safe, or ensure they experience consistent, secure care and education.<\/li>\n<li><em><strong>Being listened to and respected<\/strong><\/em><br \/>\nCare experienced children must have a strong voice in decisions affecting them, including their education and support.<\/li>\n<li><em><strong>Improved relationships and belonging in school<\/strong><\/em><br \/>\nSchools must ensure pupils feel included, valued and connected, reducing stigma and promoting positive identity.<\/li>\n<li><em><strong>Access to the right support at the right time<\/strong><\/em><br \/>\nThere is an expectation of timely, coordinated support that meets individual needs and removes barriers to learning.<\/li>\n<li><em><strong>Better outcomes and life chances<\/strong><\/em><br \/>\nThe Promise seeks to address longstanding inequalities by improving attainment, wellbeing and transitions for care experienced learners.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2><\/h2>\n<h2><\/h2>\n<h2><a href=\"https:\/\/www.unicef.org.uk\/what-we-do\/un-convention-child-rights\/\"><strong>United Nations Convention on the Rights of the Child (UNCRC)<\/strong><\/a><\/h2>\n<p><iframe loading=\"lazy\" title=\"UNCRC Overview Public\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/gg_XZ-2Mx_8?start=27&#038;feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<div>\n<p><a href=\"https:\/\/www.unicef.org.uk\/what-we-do\/un-convention-child-rights\/\">The United Nations Convention on the Rights of the Child (UNCRC)<\/a> is an international agreement that sets out the civil, political, economic, social and cultural rights of every child and young person under 18.\u00a0 It establishes that children are rights-holders and not simply recipients of care, and that governments and services must act to respect, protect and fulfil these rights.<\/p>\n<p>&nbsp;<\/p>\n<p>In Scotland, the <a href=\"https:\/\/www.gov.scot\/publications\/statutory-guidance-part-2-uncrc-incorporation-scotland-act-2024-2\/pages\/1\/\">UNCRC (Incorporation) (Scotland) Act 2024<\/a> has embedded these rights into law, meaning that public authorities, including schools, must act in ways that uphold children\u2019s rights in all decisions and actions.<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<div>\n<p>For care experienced learners, the UNCRC is particularly significant as it reinforces their entitlement to additional protection, participation and support:<\/p>\n<ul>\n<li><em><strong>Equal rights and protection from discrimination<\/strong><\/em><br \/>\nCare experienced children have the same rights as all children, and must not be disadvantaged because of their care status.<\/li>\n<li><em><strong>Right to be heard and involved<\/strong><\/em><br \/>\nChildren must be actively involved in decisions about their care, education and support, with their views taken seriously.<\/li>\n<li><strong>Right to family, care and support<\/strong><br \/>\nThe UNCRC recognises that where children cannot live safely with their family, they are entitled to appropriate care, stability and ongoing support.<\/li>\n<li><em><strong>Right to education, wellbeing and development<\/strong><\/em><br \/>\nCare experienced pupils must be supported to access education fully, achieve their potential, and experience positive wellbeing and relationships.<\/li>\n<li><em><strong>Strengthened legal protection<\/strong><\/em><br \/>\nWith incorporation into Scots law, care experienced children now have stronger legal routes to challenge decisions where their rights are not upheld.<\/li>\n<\/ul>\n<\/div>\n<h1><\/h1>\n<p>&nbsp;<\/p>\n<h1><strong>Dumfries and Galloway Council Policy Context<\/strong><\/h1>\n<h1><\/h1>\n<h2><a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/\">Dumfries and Galloway Framework for Inclusion<\/a><\/h2>\n<p><img decoding=\"async\" class=\"alignnone size-full wp-image-64\" src=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13151047\/Screenshot-2026-06-13-151029.png\" alt=\"\" width=\"1218\" height=\"311\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13151047\/Screenshot-2026-06-13-151029.png 1218w, https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13151047\/Screenshot-2026-06-13-151029-300x77.png 300w, https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13151047\/Screenshot-2026-06-13-151029-1024x261.png 1024w, https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13151047\/Screenshot-2026-06-13-151029-768x196.png 768w, https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13151047\/Screenshot-2026-06-13-151029-800x204.png 800w\" sizes=\"(max-width: 1218px) 100vw, 1218px\" \/><\/p>\n<div>\n<p>The <a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/\">Dumfries and Galloway Framework for Inclusion<\/a> provides a strategic approach to ensuring that all children and young people are fully included, supported and able to achieve within their local school and community. It reflects national policy and local priorities, placing children\u2019s rights, wellbeing and equity at the centre of educational practice.<\/p>\n<p>&nbsp;<\/p>\n<p>The framework is underpinned by key Scottish approaches, including Getting It Right for Every Child (GIRFEC), the UN Convention on the Rights of the Child (UNCRC), and the principles of equity and excellence. It promotes a needs-led, inclusive model where all staff share responsibility for meeting the needs of learners, particularly those requiring additional support.<\/p>\n<p>&nbsp;<\/p>\n<p>In practice, the Framework supports schools and services to develop inclusive environments where learners are present, participating, achieving and supported, with a strong focus on early intervention, collaborative working and a presumption of mainstream education.<\/p>\n<p>&nbsp;<\/p>\n<p>Dumfries and Galloway&#8217;s Framework for Inclusion provides a shared structure and language to help schools evaluate and improve inclusive practice, ensuring that every child and young person in Dumfries and Galloway is valued, respected and enabled to reach their full potential<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<h2><a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/?page_id=297\">Dumfries and Galloway Stages of Intervention\u00a0<\/a><\/h2>\n<p><img decoding=\"async\" class=\"alignnone size-full wp-image-35\" src=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13130851\/Screenshot-2026-06-13-130837.png\" alt=\"\" width=\"1248\" height=\"273\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13130851\/Screenshot-2026-06-13-130837.png 1248w, https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13130851\/Screenshot-2026-06-13-130837-300x66.png 300w, https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13130851\/Screenshot-2026-06-13-130837-1024x224.png 1024w, https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13130851\/Screenshot-2026-06-13-130837-768x168.png 768w, https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13130851\/Screenshot-2026-06-13-130837-624x137.png 624w\" sizes=\"(max-width: 1248px) 100vw, 1248px\" \/><\/p>\n<div>\n<p>Dumfries and Galloway\u2019s Staged Intervention framework provides a structured, graduated approach to identifying and supporting children and young people\u2019s needs. It ensures that support is delivered at the right level, at the right time, and is responsive to individual circumstances in line with GIRFEC principles.<\/p>\n<p>The model is based on a continuum of support, beginning with universal provision within the classroom and progressing, where necessary, to targeted and more intensive multi-agency support. It emphasises early identification, timely intervention and regular review, ensuring that support can be increased or reduced as needs change.<\/p>\n<p>Central to the approach is collaborative working between education staff, families and partner services, with a clear focus on wellbeing, inclusion and participation. It reinforces that all staff share responsibility for meeting learners\u2019 needs and that most children can be supported effectively within their local mainstream setting.<\/p>\n<p>The Staged Intervention framework supports consistent, proportionate and coordinated responses across Dumfries and Galloway, helping to ensure that every child and young person is supported to achieve their full potential.<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2><a href=\"https:\/\/glowscotland.sharepoint.com\/:w:\/r\/sites\/dumfriesandgallowaycouncil\/D&amp;GCouncil\/_layouts\/15\/Doc.aspx?sourcedoc=%7B1C82DAC2-95B2-4A08-BC07-FD7C869EDE9C%7D&amp;file=Procedures%20and%20Protocols%20for%20School%20Managers%20supporting%20Care%20Experienced%20Pupils.docx&amp;action=default&amp;mobileredirect=true&amp;DefaultItemOpen=1\">Procedures &amp; Protocols for Care Experienced Designated Managers<\/a><\/h2>\n<p><img decoding=\"async\" class=\"alignnone size-full wp-image-11\" src=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13121839\/Screenshot-2026-06-13-121814.png\" alt=\"\" width=\"833\" height=\"194\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13121839\/Screenshot-2026-06-13-121814.png 833w, https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13121839\/Screenshot-2026-06-13-121814-300x70.png 300w, https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13121839\/Screenshot-2026-06-13-121814-768x179.png 768w, https:\/\/blogs.glowscotland.org.uk\/dg\/public\/careexperience\/uploads\/sites\/9029\/2026\/06\/13121839\/Screenshot-2026-06-13-121814-624x145.png 624w\" sizes=\"(max-width: 833px) 100vw, 833px\" \/><\/p>\n<div>\n<p>The Dumfries and Galloway Procedures &amp; Protocols for Care Experienced Designated Managers set out the local authority\u2019s expectations for supporting children and young people with care experience within educational settings. The guidance provides a clear framework to support designated managers in fulfilling their role as key leads for coordinating support, planning and monitoring progress for care-experienced learners.<\/p>\n<p>Aligned with national policy and corporate parenting responsibilities, the document promotes a child-centred, rights-based approach, ensuring that the needs, wellbeing and outcomes of care-experienced children and young people are prioritised. Designated Managers are typically senior leaders within schools and have a central role in ensuring effective multi-agency collaboration, supporting assessment and planning processes, and advocating for the child\u2019s educational and wider wellbeing needs.<\/p>\n<p>The procedures outline how designated managers work in partnership with families, carers and professionals, including the Care Experienced Education Team, to coordinate support at key stages such as enrolment, transitions and reviews. They emphasise the importance of using the Staged Intervention framework, contributing to Child\u2019s Plans and review meetings, and ensuring robust tracking and monitoring of progress.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>In Scotland, several key\u00a0national policies and guidance documents\u00a0provide a strong legal and strategic framework for supporting\u00a0Care Experienced children and young people\u00a0in education. These policies guide how schools and local authorities identify, support, and improve outcomes for these learners. &nbsp; National Policy Context Supporting care experienced children and young people is underpinned by a robust national policy framework in Scotland, which collectively places equity, children\u2019s rights, relationships and wellbeing at the<\/p>\n<p><a class=\"more-link\" href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/careexperience\/national-local-policy-context\/\">Read More<\/a><\/p>\n","protected":false},"author":20564,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-32","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/careexperience\/wp-json\/wp\/v2\/pages\/32","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/careexperience\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/careexperience\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/careexperience\/wp-json\/wp\/v2\/users\/20564"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/careexperience\/wp-json\/wp\/v2\/comments?post=32"}],"version-history":[{"count":8,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/careexperience\/wp-json\/wp\/v2\/pages\/32\/revisions"}],"predecessor-version":[{"id":65,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/careexperience\/wp-json\/wp\/v2\/pages\/32\/revisions\/65"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/careexperience\/wp-json\/wp\/v2\/media?parent=32"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}