Chamber and committees

The Executive monitors therange of services provided by local authorities for people with learning disabilitiesin a number of ways. Monitoring of services for people with learningdisabilities is delivered through the inspection of services by the Social WorkInspection Agency (SWIA). A pilot multi-agency inspection of learningdisability services led by the SWIA and involving service users, carers, theCare Commission, NHS Quality Improvement Scotland, Her Majesty’s Inspectorateof Education and Her Majesty’s Inspectorate of Constabulary, is currently underwayin Ayrshire. An evaluation of this multi-agency inspection will be carried outprior to further inspections.

The Scottish Executivecollects annual statistics on implementation of The same as you? and the2005 statistical release is due for publication at the end of May. The NationalOverview of the Partnership in Practice agreements will also includeinformation on the way the Change Fund is being spent by each local authority.

The work of The same asyou? National Implementation Group, Users and Carers Group, and Partnershipin Practice Network helps to highlight the range and quality of services thatare available in each local authority area, and to consider areas where furtherdevelopment is needed.

No specific funding allocationis made to NHS boards for learning disability services. Each NHS board is givenan annual allocation of funds to meet the health care needs of its residentpopulation, including the cost of learning disability services, taking accountof national and local priorities. It is for NHS boards to decide and prioritiseon what services they provide for their residents. There are no plans toring-fence funds for expenditure on learning disabilities.

A table showing learningdisabilities services expenditure by NHS board has been placed in the Scottish Parliament Information Centre (Bib. number 39508).

The Scottish Executive currentlyhas no plans to develop specific guidance in this area.

Within early education and childcare,the National Care Standards for Early Education and Childcare up to the age of 16require that activities provided by staff allow children and young people to enjoyboth organised and free play. The Care Commission’s role in inspecting servicesincludes ensuring that risks are appropriately managed.

The three to five curriculumrecognises the powerful contribution that play makes to children’s learning. Thecurriculum review will extend the approach used in pre-school to the initial stagesof primary. Any changes to the curriculum, including any relating to the benefitsof play, and amendments to national policies covering pre-school and the early yearsof primary education will be reflected in teacher training courses.

The Scottish Qualifications Authority(SQA), working in partnership with the relevant sector skills councils, Skills Activefor playwork and Skills for Care and Development for early education and childcare,update and where appropriate develop new training courses to meet the needs of thesector. This is an on-going process designed to ensure employers, the current workforce,including nursery staff, and new entrants are appropriately trained.

A number of existing initiativestakes account of the significance of play in children’s lives. There are currentlytwo initiatives where policy in this area is being further developed.

The existing three to five curriculumrecognises the powerful contribution that play makes to children’s learning. Thecurriculum review will extend the approaches used in pre-school to the initial stagesof primary emphasising the importance of opportunities to learn through purposeful,well-planned play.

Draft Scottish Planning Policy11, due to issue for consultation shortly, will ask local authorities to preparean audit of open space to inform their strategy for local provision. The draft policywill also include national minimum standards for open space provision within certaintypes of new development.

The Executive has no plans toproduce a new range of playwork training materials or courses for the educationprofession.

The Scottish Qualifications Authority(SQA), working in partnership with the relevant sector skills councils, Skills Activefor playwork and Skills for Care and Development for early education and child care,update and where appropriate develop new training courses to meet the needs of thesector. This is an on-going process designed to ensure employers, the current workforceand new entrants are appropriately trained.

Teachers also have a commitmentto continuing professional development and can access a range of training publications,best practice case studies, events and courses on play through Learning and TeachingScotland.

The Executive has no plans todevelop guidance specifically to facilitate the development of a community-buildplay area programme. However, the £318 million Community Regeneration Fund allocatedto Community Planning Partnerships (CPPs) is supporting a range of projects andservices to help deliver better outcomes in disadvantaged communities. It is forCPPs to decide locally whether to support the development of community play facilities.

The Executive has no plansto place a general duty on local authorities in the way described.

Local authorities have aspecific duty under the School Premises (General Requirements and Standards) (Scotland)Regulations 1967. These regulations also state that at every school there shallbe an outdoor area or areas laid out and surfaced for educational andrecreational activities.

A number of Scottish Executivepolicies and strategies already require local authorities and individual providersto support play opportunities for children.

In particular, the Executive’sChildcare Strategy stresses the importance of ample opportunities for sporting activitiesand play. This is reinforced by the National Care standards for early educationand child care up to the age of 16, which require that activities provided by staffwill allow children and young people to enjoy both organised and free play.

Teachers are contractually obligedto undertake 35 hours of continuing professional development (CPD) each year. Eachteacher, in discussion with his/her line manager, produces an annual plan of CPDactivity based on personal need taking account of school, local and national priorities.The Executive is providing  £13.5 million in 2006-07 to allow local authoritiesto co-ordinate and provide CPD for teachers. This could include the developmentof training resources for teachers and other school staff relating to the valueof play.