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Based on evidence from visits in November and December 2021, the report identifies shared strategic priorities across early learning, primary, secondary, special schools, and community services. Emphasis is placed on supporting children and young people’s wellbeing, strengthening staff wellbeing, addressing learning gaps, and enhancing parental engagement. Findings highlight flexibility, adaptation, and measurable impacts on learners’ experiences.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/local-approaches-to-recovery-a-thematic-review-a-report-by-hm-inspectors-may-2022/583782/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/local-approaches-to-recovery-a-thematic-review-a-report-by-hm-inspectors-may-2022/583782.png","ImageObject",300,407,{"name":92,"@type":93},"Connor ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What evidence did HM Inspectors use for this report?","Question",{"text":112,"@type":113},"Evidence was gathered during visits in November and December 2021 across 42 schools and settings in Scotland, covering early learning, primary, secondary, special schools, community services, and related departments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What common priorities does the report identify across recovery and improvement plans?",{"text":117,"@type":113},"The report highlights supporting wellbeing of children and young people, prioritising staff wellbeing, addressing gaps in learning, and strengthening parental engagement.",{"name":119,"@type":110,"acceptedAnswer":120},"How did schools respond to challenges affecting learners after COVID-19?",{"text":121,"@type":113},"Many establishments increased support for mental and emotional wellbeing and worked to improve readiness to learn, responding to issues such as difficulties with independent task completion and low-level disruptive behaviour.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583782,1792189660,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Local approaches to recovery: a thematic review  \nA report by HM Inspectors  \nMay 2022  \nContents  \nForeword 2  \nBackground 3  \nIntroduction Key 4  \nfindings  \n1. Supporting wellbeing of children and young people 5  \n2. Prioritising staff wellbeing 9  \n3. Addressing gaps in learning 10  \n4. Parental engagement 17  \nConclusion 20  \nAppendix 1:  \nschools and settings visited 21  \nForeword  \nThis report examines a range of approaches taken to support recovery in establishments, nominated by local authorities. The report identifies common priorities reflected in improvement or recovery plans that aim to address some of the challenges for the education sector arising from COVID-19 .  \nAcross Scotland, staff are working with dedication, resilience and innovation to take forward improvement priorities within their own establishments. They are adapting admirably in an intensely challenging environment to support their learners. Since March 2020, staff have had to adjust frequently to the challenges of providing education during the COVID-19 pandemic.  \nA key feature of the last two years has been and continues to bethe flexibility of senior leaders and staff to take forward emerging priorities for improvement. These priorities reflect the needs of the local school community. Staff have been agile and flexible in managing and supporting their school communities through considerable challenges. They have prioritised the wellbeing of children and young people, responded to address gaps in children’s and young people’s learning and reviewed approaches to enhancing learners’ experiences.  \nI hope that the findings contained in this report will support schools and settings to continue to adapt their practice and provision to support recovery of our education system.  \nGayle Gorman  \nHM Chief Inspector of Education  \n2  \nBackground  \nThe Scottish Government’s ‘Education Recovery: Key Actions and Next Steps’document outlines that HM Inspectors (HMI) will undertake national thematic reviews as part of the contribution of education to Scotland’s COVID-19 Recovery.  \nThis is the third national thematic review by HMI describing current practice in Scottish education. It aims to promote improvements in Scottish education by drawing on the professional view of HMI. This view has been developed through discussions with practitioners, stakeholders and learners, by reviewing documentation, and observing learning and teaching in schools and early learning and childcare settings.  \nThe wide scope of our activities gives us a secure and unique evidence base drawn from a range of activities. This evidence base enables us to draw conclusions about how schools and settings are supporting recovery and the impact of approaches on learners.  \nOur intention in publishing this report is to feed back the evidence we  \nhave gained about approaches taking place locally to support recovery. We hope this report will stimulate professional reflection and dialogue of local approaches adopted to support recovery.  \n3  \nIntroduction  \nThis report is based on evidence gathered during visits undertaken in November and December 2021. HMI visited four stand-alone early learning and childcare (ELC) settings; 15 primary schools including 13 with nursery classes and one with Gaelic Medium Education; 13 secondary schools; three special schools; three community learning and development service; three Gaelic schools; and one local authority education department. The sample of 42 schools and settings visited covered a wide geographical spread of urban and rural areas across Scotland. Appendix 1 provides a list of the establishments visited.  \nThis report considers some of the main areas schools and settings have identified as priorities to support continuous improvement within the context of COVID-19 with a particular focus on outcomes for learners. Almost all schools and settings are developing approaches to support recovery that reflect their local context. In almost all schools ","cbCaivvFAYmpiqpI","https://ap.wps.com/l/cbCaivvFAYmpiqpI","pdf",2115957,22,"English","# Foreword\n# Background\n# Introduction Key findings\n## Supporting wellbeing of children and young people\n## Prioritising staff wellbeing\n## Addressing gaps in learning\n## Parental engagement\n# Conclusion\n# Appendix 1: schools and settings visited","[{\"question\":\"What evidence did HM Inspectors use for this report?\",\"answer\":\"Evidence was gathered during visits in November and December 2021 across 42 schools and settings in Scotland, covering early learning, primary, secondary, special schools, community services, and related departments.\"},{\"question\":\"What common priorities does the report identify across recovery and improvement plans?\",\"answer\":\"The report highlights supporting wellbeing of children and young people, prioritising staff wellbeing, addressing gaps in learning, and strengthening parental engagement.\"},{\"question\":\"How did schools respond to challenges affecting learners after COVID-19?\",\"answer\":\"Many establishments increased support for mental and emotional wellbeing and worked to improve readiness to learn, responding to issues such as difficulties with independent task completion and low-level disruptive behaviour.\"}]","Local approaches to recovery: a thematic review - A report by HM Inspectors - May 2022 | PDF",1792048396,55]