Reform Scotland

Commission on School Reform – Challenge Paper

Commission on School Reform – Challenge Paper

A fresh challenge to the Scottish Government has been issued by the Commission for School Reform, established by Reform Scotland and the CSPP. The Commission for School Reform is chaired by Keir Bloomer, the independent education consultant and former Director of Education at Clackmannanshire Council.

The Scottish Government is developing a strategy for raising attainment and simultaneously closing the gap between the levels of attainment of children from deprived and more affluent backgrounds.  The Commission shares these objectives.  The challenge paper raises questions about how they might be achieved and offers some suggestions on practical ways forward.

Keir Bloomer, on releasing the Challenge Paper, said:

“The Scottish Government are right to focus on the twin objectives of raising overall attainment and simultaneously closing the gap between the attainment of disadvantaged children and those from more affluent backgrounds. However, it is time for government to adopt clear strategies to achieve those valid ambitions.”

The Challenge Paper is the first intervention from the Commission for School Reform since its re-establishment over the summer, and builds on the work to date, including its report entitled By Diverse Means, issued in 2013.

The challenge paper;s main challenges include asking the Scottish Government to:

  1. confirm the timescale over which it wishes to ensure that Scottish educational performance becomes once again amongst the world’s best
  2. confirm beyond doubt that reducing the gap in attainment between higher and lower attaining students must only be achieved by raising performance at the bottom end, not compromising standards amongst the most able.
  3. accept that is Scotland’s education system is to become world leading within an acceptable timescale, transformational change not incremental advances will be required.
  4. review current plans to include supporting children living in poverty but attending schools that do not serve particularly deprived areas.