Strategy for inclusion - framework for resourcing and next steps

Inevitably, the sharing and dissemination of both physical and human resources in such a way as to achieve both inclusion and equity will be a challenge to everyone concerned in partnership working. A simple, transparent model of resource allocation is all the more necessary if the Inclusion strategy is to succeed.

5.1  Joint solutions to local issues

Integrated community schools already provide a model of partnership working. This infrastructure will also be the framework for the department's resource allocation procedures. The department has already drawn up 6 Area operational forums (AOFs). These Integrated community schools 'clusters' (Cumbernauld and Kilsyth; Airdrie; Coatbridge; Motherwell; Bellshill and Wishaw and Shotts) will form the basis for the deployment of resources to schools. Within each cluster, resource allocation will be determined by the A.O.F. itself, especially in relation to a range of support services available to schools. It will be essential that teams arrive at joint solutions to local issues, and share responsibility for decisions reached.

5.2  Fair allocation of resources

Resource allocation will also take account of other cluster indicators, for example the degree of social and economic deprivation, and the number of pupils identified as having additional support needs. At a cluster level these do not vary greatly on an annual basis, therefore promoting a more reliable long-term view of resource needs. The Council's accessibility strategy proposes a plan which will guarantee accessibility to schools, initially on an area basis but eventually for every building.

5.3  Transition stages

The cluster model also facilitates a range of processes at transition stages between sectors and at the point of transition from school to work. Early identification and assessment of skills and needs will be more easily arranged and provision planned via the Area operational forum. Long term planning of resource management will lead to more coherent and effective use of all resources across stages and sectors.

5.4  Partnership resources

The Education department cannot deliver inclusion by itself. Among the most valuable resources will be those brought by 'partner' agencies. Collaborative planning and delivery of services in relation to resource allocation is essential if we are to meet the needs of all our pupils. We already draw on an extensive range of partner services including the Health Board, the Police, the Careers service, Community learning and development, Social Work and so on. Other services will of course provide more specialised input as necessary. Only by collaborative and strategic planning will it be possible for the right resources to be in the right place at the right time.

5.5  Inter-agency staff development

Finally, for staff to be properly equipped to undertake all the challenges of delivering an inclusive education service, continuous professional development of the highest quality will be essential. From the foregoing it should be clear that for collaborative working to take place, inter-agency training is vital. A strategic approach to staff development at all levels should promote and support cluster- or area-based training for teachers, classroom and SEN assistants, specialist support staff, and all those working together in the best interests of all our young people.

This paper sets out the department's approach to developing an inclusive education system. The next stage in this process will be to move from the broad strategic plan to the specifics of service delivery implications including priorities and timescales.

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