Fundamental Principles - EACEA

Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice)

Fundamental Principles

Most of the key principles and values on which education in Scotland is built are long established.
Educational principles are not laid down by law. Instead, they are partly a reflection of Government
educational policy, which aims to promote a "smarter Scotland", and partly a consensus view as set
out in the many reports and advisory documents produced by the system. These are the basis of
educational practice. The legislation that exists is mainly concerned with the administration and
organisation of the system.

The Scottish Government's National Performance Framework is central to education policy, in
particular the Strategic Objective "Smarter Scotland" and its associated Educational Indicators and
Targets. These represent practical outcomes of the implementation of the country's educational
principles.

The provision of free, compulsory education for all between ages of 5-16 is fundamental. The
provision of free (though not compulsory) education has now been extended to children aged 3-5 (age
2 for children who are looked after or under a kinship care order). Another key principle is the broadly
based curriculum, which was originally designed to ensure that young people could make progress in
a range of occupations. It now prepares them for lifelong learning and, with certification, for the
several changes of job that they may well have to face in an era of rapid socio-economic
development.

Education also has to fit individual needs, be tailored to "age, ability and aptitude" (Education
[Scotland] Act 1980) and aim to develop the "personality, talents and mental and physical abilities of
children and young persons to their fullest potential" (Standards in Scotland’s Schools etc Act 2000).
Examples of the extension of this principle of appropriateness include concern to ensure that
classroom work properly challenges and supports all pupils and increased attention to young people
with additional support needs, whether in mainstream schooling or special units Education (Additional
Support for Learning) (Scotland) Act 2004 (as amended).

A further principle is that there should be opportunities to continue voluntarily at school or to proceed
to further or higher education, with financial assistance if necessary. Over the last 50 years this
opportunity has been considerably extended by increasing the number of places available in further
and higher education. There has also been expansion in informal (non-school based) education, with,
for example, more community-based educational activities for both adults and young people.

The Scottish education system - including pre-school and school education and lifelong learning in
higher or further education or through community learning and development - is expected to promote
individual autonomy and to equip people to fulfil the variety of roles which participation in a changing
society demands. These roles include becoming responsible for one’s own learning, contributing to
the health, well-being, wealth, growth and cultural enrichment of society, maintaining its values and

participating fully in the democratic process.

National Policies

There are currently two major and interrelated national policies designed to implement the principles
of the education system and to achieve its aims

      Curriculum for Excellence [1] – the curriculum reform in pre-school and school education;
      the lifelong learning strategy set out in the Scottish Government publication Skills for Scotland:
      A Lifelong Skills Strategy. [2]

A range of other policies offer support to the achievement of the aims of these two overriding ones.

Curriculum for Excellence

Curriculum for Excellence (CfE) is one of the most ambitious programmes of educational change ever
undertaken in Scotland. CfE seeks to create a single, coherent curriculum for all children and young
people from the ages of 3 to 18. It aims to ensure a better balance between knowledge,
understanding and skills development in order to equip young people with the skills for learning, life
and work they will need for the modern world. The framework includes a broad general education
from ages 3 to 15 and then more specialisation in working towards taking National Qualifications in
the senior phase (ages 16-18). Important aims are to:

      focus on making learning more engaging and relevant to the real world
      increase personalisation and learners' choice within the framework
      raise standards for all
      enable young people to improve their confidence, skills, achievement and attainment
      provide more flexibility, giving teachers greater professional freedom.

The framework places literacy, numeracy and health and well-being at the centre of all learning. It
emphasises the important contribution to learning of the ethos and life of the school as a community,
of the ways in which learning is organised and of inter-disciplinary work. It also encourages
recognition of young people’s personal achievements within and beyond school, through partnerships
which support learning with e.g. business, arts and community organisations, in addition to school-
based learning.

As a consequence of this approach, Scotland's young people should have developed the four
capacities defined in A Curriculum for Excellence (2004) [3]:

      successful learners;
      confident individuals;
      effective contributors; and
      responsible citizens.

The Experiences and Outcomes [4] and associated Principles and Practice papers for the eight
curriculum areas, which were published in April 2009, set the national framework for learning and
teaching. The eight curriculum areas covered are:

      Expressive Arts
      Languages and Literacy
      Religious and Moral Education
      Social Studies

Mathematics and Numeracy
      Sciences
      Technologies
      Health and Well-being

The Experiences and Outcomes are presented within a framework of levels for ages 3-15:

      Early, for children aged 3-6, in pre-school and Primary 1
      First by end of Primary 4 (age 7-8), but earlier or later for some
      Second by end of Primary 7 (age 10-11), but earlier or later for some
      Third and Fourth in Secondary 1 – 3 (age 12-15), but earlier for some.

The Fourth Level is broadly equivalent to SCQF level 4 (see 2.5 National Qualifications Framework [5]).
The fourth level experiences and outcomes are intended to provide possibilities for choice and further
progression in some areas and to blend seamlessly with programmes of learning leading to
qualifications in the Senior Phase.

CfE is not governed by legislation in Scotland, apart from the stipulation that schools must provide
religious education and Religious Observance (though parents may withdraw their children from it).
The Building the Curriculum 3 guidance, and the Experiences and Outcomes for Health and Wellbeing,
highlight the expectation that schools should continue to work towards two hours of good quality
physical education for every child, each week.

Curriculum for Excellence Senior Phase

All young people are entitled to a senior phase of education, which takes place broadly between the
ages of 15-18. The Senior Phase builds firmly on the Experiences and Outcomes a young person will
have experienced through the broad general education to age 15 and the CfE principles should
continue to underpin the experience of all young people in their senior phase. This phase offers young
people the opportunity to extend and deepen their learning as they build a portfolio of qualifications
which recognises their learning, enables them to continue to develop their skills and offers pathways
to the next stage.

The publication 16+ Learning Choices [6] (2010) sets out a strategy to ensure that every young person
has an appropriate offer of learning in the Senior Phase of their education before their planned school
leaving date. 16+ Learning Choices is an offer by local authorities and their partners to all young
people and gives particular attention to those who face barriers to learning.

Building the Curriculum 3 makes it clear that young people are entitled to continue to develop their
skills for learning, life and work in whatever type of provision is best suited to their needs and
aspirations. They might stay at school in Secondary 5-6, go to further or higher education, gain an
apprenticeship, volunteer, get a job or engage in community-based learning, including personalised
approaches.

Career information, advice and guidance is available for all young people – with more for those who
need it most. This helps young people make, take up and sustain their post-16 learning choices. This
intensive advice and guidance is particularly important for young people identified as being at risk of
not progressing to or sustaining a positive destination after school.

Curriculum for Excellence: Assessment and Qualifications

Assessment for CfE puts the learner at the centre of the assessment process and emphasises

assessment as part of learning and teaching. Assessment and qualifications policy and practice are
designed to be fully aligned with the intentions of the curriculum, with assessment following rather
than leading the curriculum.

Building the Curriculum 5 sets out guidance on assessment to support learning 3-18. It links the
assessment approaches to the values and principles of CfE and identifies as principles supporting
learning, promoting learners' engagement and ensuring appropriate support. A key element of the
new system is quality assurance and moderation approaches which will build expertise in sharing,
understanding and applying standards and expectations and build trust and confidence in teachers’
judgements. In conjunction with the on-line National Assessment Resource (NAR) these approaches
are intended to support teachers and build expertise and capacity in the education system to deliver
positive outcomes for children and young people. The NAR provides quality-assured materials
exemplifying a range of assessment approaches.

The Framework states that assessment information should be used to report on learners' progress
and achievement against standards and expectations (drawing on EOs and their equivalents in
national qualifications), particularly at points of transition in the education system, and to inform self-
evaluation and improvement by the learner, by schools and at local authority and national levels.

Qualifications beyond age 15

There is an important relationship between these curriculum levels and the Scottish Credit and
Qualifications Framework (SCQF). They are linked to enable young people to progress smoothly into
the appropriate levels of qualification in the senior stages of the secondary school; however, they are
not equivalent. SCQF levels relate to qualifications and not to expectations for the curriculum and
associated assessment pre-15. See 2.5 National Qualifications Framework [5] for more information.

Curriculum for Excellence Key Publications

A series of policy advice documents set out the broad details of CfE, but with schools and local
authorities encouraged to innovate and find local approaches to planning and delivering the
curriculum. They can be accessed at the Scottish Government [7] website or that of Education
Scotland [8].

      Building the Curriculum 1 (2006) [9] provides information on how the curriculum areas will
      contribute to young people’s learning.
      Building the Curriculum 2 (2007) Active learning in the early years [10]: focuses specifically on
      active learning in the early years curriculum.
      Building the Curriculum 3 (2008) A framework for learning and teaching [11]: provides further
      advice on curriculum development, with particular emphasis on a framework for learning and
      teaching – that is, the features which the curriculum as a whole should display, the importance
      of inter-disciplinary work and ways of making learning relevant. It also introduces the idea of
      recognising young people’s personal achievements within and beyond school.
      Building the Curriculum 4 (2009) Skills for learning, life and work [12]: key messages about how
      children and young people develop and apply skills as part of Curriculum for Excellence.
      Building the Curriculum 5 (2010) A framework for assessment: [13] and its suite of documents
      provides guidance for all teaching staff on assessment approaches for Curriculum for
      Excellence, including recognising achievement, profiling and reporting to parents – see
      Curriculum for Excellence Assessment and Qualifications. (A number of associated publications
      support Building the Curriculum 5: the full list can be accessed here [14]).
      Scotland’s Curriculum for Excellence [15]: a refreshed narrative on Scotland’s curriculum which
      sets CfE within the current context. It is available in both English and Gaelic [16].

Other Major Educational Policies in the Context of Curriculum for Excellence

Developing the Young Workforce (DYW) is Scotland’s youth employment strategy. This aims to reduce
youth unemployment by 40% by 2021 and enable more work ready young people, with the skills
relevant to support securing positive destinations. DYW is one of the three key pillars of education
policy in Scotland, alongside Getting it Right for Every Child and Curriculum for Excellence.

Collaborative partnership working between employers and education and equality of opportunity is
integral to DYW and CfE, raising attainment and helping young people improve their understanding
and readiness for employment and later life. A number of guidance documents are available on the
Education Scotland website to support all partners in this collaboration.
• Guidance documents
• Education employer partnerships

Health and Well-being

Good health and well-being is essential for children’s future. Under the Schools (Health Promotion and
Nutrition) (Scotland) Act 2007 there is a duty on government, local authorities and grant-aided
schools to adopt a whole school approach to integrating health promotion into every aspect of school
life. The Act is part of a package of measures aimed at ensuring young people learn about the
importance of a healthy lifestyle and make healthy and informed choices.

Curriculum for Excellence has an important role to play : one of the eight main curriculum areas is
health and wellbeing, where a number of experiences and outcomes are described including ‘mental,
emotional, social and physical wellbeing’, ‘food and health’ and ‘PE, physical activity and sport’.
Guidance on health and wellbeing in schools can be found on the Scottish Government [17]webpages.

Scotland’s wider approach to promoting, supporting, and safeguarding the wellbeing of all children,
known as Getting it right for every child (GIRFEC), applies across all services that work with children
and young people including schools.

GIRFEC is about strengthening the wellbeing of children and young people; and, providing support if
and when needed to address any concerns and to prevent any concerns getting worse. This is
delivered through the core components of:

      a named person who is a clear point of contact for children, young people and parents to go to
      for initial support and advice; consideration of wellbeing; and, onward referral if needed and
      agreed, to a wider network of support and services. For school age children, the named person
      is usually a head teacher or promoted teacher at their school;
      a shared and holistic understanding of wellbeing and a single model of how this can be
      assessed, considered and analysed; and,
      a single, shared approach to planning for children and young people where support across
      services is needed, co-ordinated by a lead professional.

Building Curriculum for Excellence through Positive Relationships and
Behaviour

Scottish Government policy recognises that social, emotional, and behavioural skills are key for
learning, life and work. Readiness to learn and ongoing positive relationships and behavior depend on
social and emotional wellbeing. Children and young people should feel safe, health, achieving,
nurtured, active respected, responsible and included (often referred to as SHANARRI [18]) in the
learning environment and all staff should be proactive in promoting positive behaviour in the

classroom, playground and wider learning community. Underpinning this is the emotional health and
wellbeing of staff.

Education Scotland’s Rights Support and Wellbeing Team supports local authorities and schools to
introduce and embed approaches to positive behaviour based on improved relationships, staged
interventions, engagement and motivation, and emotional wellbeing.

      The Scottish Government funds a national anti-bullying service, respect-me [19], to provide
      policy and practical support for developing and implementing anti-bullying policies across
      learning establishments and all agencies working with children and young people. In November
      2017, the Scottish Government published the refreshed anti-bullying guidance ‘Respect for All:
      The National Approach to Anti-Bullying for Scotland’s Children and Young People’. The approach
      forms part of our wider attempts to improve the health and wellbeing of our children and young
      people. It fits in with our ongoing work to ensure children and young people feel safe and secure
      and are able to build up strong and positive relationships with their peers and with adults as
      well as our work to promote positive behaviour.
      In June 2019 we published updated guidance for local authorities and schools on managing
      attendance – Included, Engaged and Involved Part 1 - A Positive Approach to the Promotion and
      Management of Attendance in Scottish Schools [20].
      This guidance provides clear guidance on children who may be at risk and states that child
      protection is of paramount importance and absence from school may indicate a child is at risk.
      In June 2017 we published updated guidance Included, Engaged and Involved Part 2: A Positive
      Approach to preventing and Managing School Exclusions [21],which gives a stronger focus on
      approaches that can be used to prevent the need for exclusion, ensuring all children and young
      people and Included Engaged and Involved in their education.

Better Support for Learning

Activity in this area has focused mainly on the implementation of the Education (Additional Support
for Learning) (Scotland) Act 2004 (as amended), which aims to ensure that all children and young
people receive the additional support required to meet their individual needs and enable them to
reach their full potential. The Education (Additional Support for Learning) (Scotland) Act 2009
strengthens the original policy intention of the 2004 Act, without altering its thrust or ethos. The Act is
structured around the concept of support being needed for any reason, and for short or long term
periods determined by the individual learning needs of the child or young person. The statutory duties
on education authorities are to identify, make provision for, and review provision for the additional
support needs of all children and young people for whose education they are responsible.

Rights of the Child and Child Protection

The Children and Young People (Scotland) Act 2014 (the 2014 Act) includes measures to ensure that
children’s rights properly influence the design and delivery of policies and services, as well as to keep
under consideration steps which would or might secure better or further effect of the UN Convention
on the Rights of the Child (UNCRC), and promote public awareness and understanding of children’s
rights. The 2014 Act also places a duty on Scottish Ministers to report to Parliament every 3 years on
relevant progress on taking forward the UNCRC, and plans for the next 3 year period. The first Report
and Action Plan were laid before Parliament in December 2018.

The Action Plan, which was developed in consultation with children and young people, included 4 high
level strategic actions to better take forward children’s rights, including to:

      Incorporate the UNCRC into Scots law;

develop through co-production, an ambitious programme to raise awareness and understanding
      of children’s rights;
      develop a strategic approach to children and young people’s participation [22]; and
      evaluate the Child Rights and Wellbeing Impact Assessment (CRWIA).

The first annual report [23]on progress made in taking forward the strategic actions in the Plan was
published on 20 November.

The Children and Young People (Scotland) Act 2014 includes measures to ensure that children’s rights
properly influence the design and delivery of policies and services; to improve the way services work
to support children, young people and families; and to strengthen the role of early years support in
children’s and families’ lives.

The National Guidance for Child Protection in Scotland is relevant to all whose work involves contact
with children and/or their families, across departments and agencies as well as being relevant to
those working in the statutory, third and independent sectors together with members of the
community. This non-statutory national guidance describes responsibilities and expectations for all
involved in protecting children in Scotland. The guidance sets out how agencies should work together
with parents, families and communities to prevent and protect children from harm caused by abuse
and neglect. Work is currently ongoing with stakeholders and partners from across education, social
work services, health, justice, the third sector with views from children and families to revise
Scotland's national guidance on child protection. This version reflects six years of changes in
legislation; standards and policy; developments in practice; findings from research, Significant Case
Reviews and Inspections.

National Child Protection Guidance defines multi-agency statutory responsibilities and parameters of
community engagement for the purpose of reducing harm. The National Guidance is the basis for
local procedure and guidance.

The Scottish Government published a revised National Action Plan on Child Sexual Exploitation [24] in
2016, accompanied by a practitioner definition and briefing paper as setting out commitments to
prevent and tackle child sexual exploitation. The Scottish Government also published a National
Action Plan on Internet Safety for Children and Young People in 2017 setting out action to support
children and young people to be resilient and safe in the digital world.

The Children Missing Education (Scotland) service provides guidance and advice to local authorities
on good practice concerning cases of children missing from education. This service also co-ordinates
tracing activity at national level when a child has moved to another area, by enabling exchange of
information between local authorities and between different countries in the UK and Ireland.

There is a range of legislation, including measures introduced by the 2014 Children and Young People
(Scotland) Act, and guidance to help improve outcomes for children who are looked after by a local
authority and to ensure effective partnerships between those who are responsible for their care.
Further information can be found on the Scottish Government [25] and CELCIS [26], the Centre for
Excellence for Children’s Care and Protection websites.

The Deputy First Minister announced to parliament in November 2019 that the Scottish Government
will introduce a Bill this year to incorporate the United Nations Convention on the Rights of the Child
(UNCRC). The Bill will take a maximalist approach to incorporation and will seek to incorporate in full
and directly – using the language of the Convention – in every case possible. Our expectation is that a
vast majority of the Convention’s provisions can be incorporated by Parliament. The Bill will also make
provision to allow incorporation of reserved provisions of the Convention into our domestic law if the

powers of the Scottish Parliament change in the future.

Incorporation will mean that every devolved body, every health board, every council – and the
Scottish Government itself – will be legally obliged to respect children’s rights. And, if they don’t,
children and young people will be able to use the courts to enforce their rights. The Bill will aim to
ensure that there is a proactive culture of everyday accountability for children’s rights across public
services in Scotland. This will mean that children, young people and their families will experience
public bodies consistently acting to uphold the rights of all.

Reduction of Class Sizes

The Scottish Government made regulations in 2010 to limit the number of pupils in a Primary 1 class
to 25 from August 2011. All other Class sizes are determined by the tripartite Scottish Negotiating
Committee for Teachers (SNCT) and is defined in the SNCT Handbook of Conditions of Service at
Appendix 2.9.

School Buildings

In September 2009 a joint Scottish Government and Convention of Scottish Local Authorities (CoSLA)
Working Group published a new School Estate Strategy, Building Better Schools: Investing in
Scotland's Future [27]. This sets out national and local government’s shared vision and aspirations for
the school estate. It outlines nine guiding principles and objectives for good school estate
management, including consultation with pupils and ensuring schools are whole community
resources. The Strategy aims to ensure that more than 90% of Scottish children are taught in schools
which are in "good" or "satisfactory" physical condition and that plans are in place to improve the
condition of the remaining schools. Guidance documents issued as part of the strategy can be
accessed on the Scottish Government website [28].

School Closures and Safeguarding Rural Schools

The Schools (Consultation) Act (2010) establishes a coherent, open and transparent consultation
process for all school closures and other major changes affecting schools that commands the trust
and confidence of the public. It aims to safeguard rural schools by ensuring that a decision to consult
on a closure proposal would not be made until the local council had explored all possible alternatives
and fully assessed the likely implications of closure. The Cabinet Secretary for Education has the
power to call in closure decisions where there have apparently been failures in the consultation or
decision-making processes. This arrangement provides a reassurance to those affected by a closure
proposal that a safeguard exists in the circumstances where it appears that statutory duties have not
been fulfilled. Statutory Guidance was published in July 2014 to reflect amendments to the Act by the
Children and Young People Act 2014 and recommendations from the Commission on the Delivery of
Rural Education.

Technologies for Learning

Technologies are an integral component of the education system, including the implementation of
Curriculum for Excellence. The Government's ICT in learning Vision is for: "Scotland’s educators,
learners and parents take full advantage of the opportunities offered by technology in order to raise
attainment, ambition and opportunities for all." Scotland’s ambition for the application of technologies
in learning and teaching is typified by the flagship initiative, Glow.

Launched in October 2007, Glow is a national education platform offering an integrated suite of tools
and resources that enable teachers and learners to explore, create, share, collaborate and showcase -

skills and behaviours regarded as extremely important in the 21st century. Glow is available and
accessible across all 32 local authorities in Scotland. It serves a potential user base of some 1.5
million people (including teachers, students and parents), almost 3,000 schools (including pre-school
establishments and primary and secondary schools) and a wide range of associated interests such as
the eight universities providing Initial Teacher Education, the Scottish Qualifications Authority (SQA)
and Education Scotland. More information can be found on the Glow Connect [29] website.

More Choices, More Chances

The More Choices, More Chances [30] strategy was published in June 2006. It drives a multi-agency
partnership approach – at national and local levels – to ensure the learning and wider support system
delivers better outcomes for those young people who are at risk of failing to achieve a positive or
sustained destination beyond school. It is delivered by local authorities and their partners in all 32
local authorities in Scotland.

The strategy proposes a three-fold approach to helping young people who need more choices and
chances: prevention – early identification of those at risk of disengaging; engagement – providing the
right opportunities and supports to help these young people to stay in learning and achieve; and
sustaining – re-engaging those who have already disengaged and providing the opportunities and
support to get them back into the system.

The National Improvement Framework

The National Improvement Framework for Scottish Education has been placed on a statutory footing
through the Education (Scotland) Act 2016 [31]. The purpose of the Framework is to drive the work
necessary to continually improve Scottish education and close the attainment gap, delivering both
excellence and equity. The Framework is designed to support high-quality learning and teaching, the
core principle of CfE. Over time, the Framework will provide an unprecedented level of robust,
consistent and transparent data across Scotland, will extend understanding of what works and drive
improvement across all parts of the system. The key priorities of the Framework are, currently, to:
raise attainment; close the poverty-related attainment gap; improve health and wellbeing, and;
improve positive school-leaver destinations.

Legislative References

Children and Young People (Scotland) Act 2014 [32] (Act of the Scottish Parliament): 2014, asp8.

Education (Additional Support for Learning) (Scotland) Act 2004 [33] (Act of the Scottish Parliament):
2004, asp4.

Education (Additional Support for Learning) (Scotland) Act 2009 [34] (Act of the Scottish Parliament):
2009, asp7.

Education (Scotland) Act 1980 [35] (Act of Parliament): 1980, c.44.

Schools (Consultation) Act 2010 [36] (Act of the Scottish Parliament): 2010, asp2.

Schools (Health Promotion and Nutrition) (Scotland) Act 2007 [37] (Act of the Scottish Parliament):
2007, asp15.

Standards in Scotland's Schools etc. Act 2000 [38] (Act of the Scottish Parliament): 2000, asp6.

Education (Scotland) Act 2016 [39]

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[1]
https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the
-statement-appendix-incl-btc1-5)/What%20is%20Curriculum%20for%20Excellence?
[2] http://www.gov.scot/Publications/2007/09/06091114/0
[3] http://www.gov.scot/Publications/2004/11/20178/45862
[4]
https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the
-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes
[5] https://eacea.ec.europa.eu/national-policies/eurydice/content/national-qualifications-framework-95_en
[6] http://www.gov.scot/Publications/2010/03/30180354/0
[7] http://www.gov.scot/Topics/Education/Schools/curriculum
[8]
https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the
-statement-appendix-incl-btc1-5)/What%20is%20Curriculum%20for%20Excellence
[9] https://www.education.gov.scot/Documents/btc1.pdf
[10] https://www.education.gov.scot/Documents/btc2.pdf
[11] https://www.education.gov.scot/Documents/btc3.pdf
[12] https://www.education.gov.scot/Documents/btc4.pdf
[13] https://www.education.gov.scot/Documents/btc5-framework.pdf
[14]
https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the
-statement-appendix-incl-btc1-5)/Building%20the%20Curriculum
[15] https://scotlandscurriculum.scot/
[16] https://ga.scotlandscurriculum.scot/
[17] http://www.gov.scot/Topics/Education/Schools/HLivi
[18] https://www.gov.scot/policies/girfec/wellbeing-indicators-shanarri/
[19] http://www.respectme.org.uk
[20]
https://www.gov.scot/publications/included-engaged-involved-part-1-positive-approach-promotion-management-attend
ance-scottish-schools/
[21]
https://www.gov.scot/publications/included-engaged-involved-part-2-positive-approach-preventing-managing-school/
[22] https://www.gov.scot/publications/decision-making-children-and-young-peoples-participation/
[23]
https://www.gov.scot/publications/progressing-human-rights-children-scotland-action-plan-2018-2021-update-2019/
[24] https://www.gov.scot/publications/scotlands-national-action-plan-prevent-tackle-child-sexual-exploitation-update/
[25] http://www.gov.scot/policies/looked-after-children/
[26] https://www.celcis.org/our-work/looked-after-children/
[27] http://www.gov.scot/Publications/2009/09/22154600/0
[28] http://www.gov.scot/Topics/Education/Schools/Buildings/commitments

[29] https://connect.glowscotland.org.uk/
[30] http://www.gov.scot/Publications/2006/06/13100205/0
[31] http://www.legislation.gov.uk/asp/2016/8/pdfs/asp_20160008_en.pdf
[32] https://eacea.ec.europa.eu/national-policies/eurydice/content/legislation-77_en#Children2014
[33] https://eacea.ec.europa.eu/national-policies/eurydice/content/legislation-77_en#education2004
[34] https://eacea.ec.europa.eu/national-policies/eurydice/content/legislation-77_en#education2009
[35] https://eacea.ec.europa.eu/national-policies/eurydice/content/legislation-77_en#education1980
[36] https://eacea.ec.europa.eu/national-policies/eurydice/content/legislation-77_en#schools2010
[37] https://eacea.ec.europa.eu/national-policies/eurydice/content/legislation-77_en#schools2007
[38] https://eacea.ec.europa.eu/national-policies/eurydice/content/legislation-77_en#standards2000
[39] https://eacea.ec.europa.eu/national-policies/eurydice/content/legislation-77_en#education2016