Closing the Gap
What is it?
“Closing the gap refers to the gap in progress and achievement (attainment in school aged children) between those living in Scotland’s least and most disadvantaged homes. Many children and young people from lower-income households do significantly worse at all levels of the education system than those from better-off homes. This is often referred to as the ‘attainment gap’”
How good is our early learning and childcare?, Education Scotland, 2016, p. 49
“Quality at the Heart of Early Learning and Childcare Entitlement – International research and evidence from our own Growing Up in Scotland Study shows that all children, but especially those from more disadvantaged backgrounds, can benefit from attending ELC. However, that evidence also tells us that if our ELC offer is to help give children the best start in life and contribute to closing the poverty-related attainment gap, it must be of high quality”
A Blueprint for 2020: The Expansion of Early Learning and Childcare in Scotland Scottish Government, 2018, p. 4
“Experiencing poverty makes it harder to lessen the impact of childhood adversity and any resulting trauma”
Realising the Ambition, Education Scotland, 2020, p39
“Family learning helps close the attainment gap through breaking inter-generational cycles of deprivation and low attainment. The effects of family learning are known to extend beyond the duration of the intervention and provide lasting impacts and improved outcomes (Family Learning Review, 2016).”
Realising the Ambition, Education Scotland, 2020, p59
“High quality early learning and childcare contributes significantly to enhancing children’s progress and achievement as they grow and learn. It can benefit all children by closing the attainment gap and ensuring equity for all. It is about the holistic nature of development and learning ensuring these foundations are secure in order to achieve future attainment success.”
How good is our early learning and childcare?, Education Scotland, 2016, QI 3.2, p. 42
Key Messages
- Staff know children well as individuals and as learners.
- Staff have positive relationships with parents and carers. They are aware of and sensitive to family socio-economic circumstances, challenges and barriers and actively work to mitigate against these to support all families to engage in the life of the setting.
- Staff and managers effectively use a wide range of data and evidence to understand the poverty-related attainment gap in their service.
- Staff plan effective interventions for children and families which lead to positive outcomes.
- Staff use a range of data effectively to identify gaps in experiences, learning and development which inform future planning
- Staff ensure all spaces and experiences are accessible to all children
- Staff are actively working towards reducing the cost of the school day.
- Staff and partners work effectively together to remove barriers and to implement a range of interventions and approaches to improve health and wellbeing, literacy and numeracy.
- Staff have created a safe and nurturing environment and inclusive approaches ensure the needs of all children are met.
- Family learning programmes are leading to positive outcomes for children and families living in the most disadvantaged communities.
- Staff work directly with families to improve home school links and provide practical support.
- Staff support families to access their child’s entitlement of 1140 hours
