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Celebrating Good Practice
Additional Support for Learning
Partnership in Action

Across Scotland a great many children and young people have to struggle to reach their full potential. Their achievements must be recognised and celebrated. So too must be acknowledged the contributions of all those whose patient and skilful support made this possible. Theirs is not an easy task nor is it always successful. Frequently the route they have to take is uncharted. As with the children, their numbers and successes are poorly recorded. There is a need, not only for guidance and policy in this field of support for learning, but also for a national picture and easy access to the experiences and practices which have made achievements possible.

Out of this need grew an SSLA project to record, celebrate, share and promote good practice. SSLA is uniquely placed to play a major role in collecting, highlighting and disseminating examples of good practice - especially because its membership is drawn from all levels and all sectors of education, from all parts of the country, from a range of voluntary and statutory agencies and from large national groups as associate members. Examples of partnership work were sought: which showed how challenges could be tackled, projects made sustainable and transferable; for schemes which are innovative and creative; practice which is effective and efficient. The most everyday examples were welcomed in order to generate a picture of current good practice for additional care and support around the country and be a reference, a confirmation and an inspiration to colleagues.

This manual is one result of that project. It highlights the value of relationships, creativity and professionalism. Equally it marginalises bureaucratic measurement and uninspired target setting. The enthusiasm these partnerships represent cannot easily be portrayed in mere text and the effects on pupils' futures may never be fully known.

This collection also highlights huge local variations of provision, resources, terminology and staff roles. It is not easy, nor perhaps wise to compare. What is new and exciting practice in one school may be old practice in another. What is possible in one location may be unrealisable and perhaps not desirable in another. What works with one may fail with another. It is hoped, however, that others will learn from what is being done, that contributors will value the opportunity to celebrate and other partnerships will be inspired to even greater successes.

Bill Sadler
SSLA August 2002