Additional Support for Learning (ASL) within Falkirk Education - Parent/Carer Feedback
Falkirk Council is conducting a review of the structures, systems, and services that form the foundation of our approach to supporting additional needs. The goal of the Additional Support for Learning review is to ensure our strategies remain adaptable, inclusive, future-ready and provide the best support to all of our young people.
If you have any questions about the review, please email EducationServices@falkirk.gov.uk
Phases
Analysis of responses
Following the closure of the survey on Monday 9th June, Education Services will analyse the responses with a view to providing survey feedback on Participate+ in the new school session in August 2025.
ASL Review - Parent/Carer Survey - Initial Findings
There were 709 responses to the survey. The data presented below includes statistical data and highlighted concerns and strengths based on responses received.
Where there is a 'scale' question, the questions were asked based on 1 being the lowest score and 5 being the highest score
Quantitative Data:
What type of educational establishment does your child attend?
Does your child have a barrier to learning?
Does your child receive additional support in their establishment?
How satisfied are you with the support your child receives within their establishment overall?
How knowledgeable do you feel you are with regards to the Additional Support some children require in their Learning?
How knowledgeable do you feel your child's establishment is with regards to the Additional Support some children require in their Learning?
Which of the following Falkirk Council Education Services are you aware of?
Do you feel there is adequate information and guidance available about the aforementioned services?
Overall, how satisfied are you with the support children with barriers to learning receive from Falkirk Council?
Qualitative Data:
Concerns:
Insufficient Support and Staffing: This was the most common concern, reported by numerous parents/carers. Many feel there aren't enough support staff or resources, leading to inconsistent or inadequate support.
Delays in Support: This was a frequent complaint, with many describing long waiting times for assessments from partner agencies; therefore, delaying the implementation of robust support plans in schools. This often leaves children without the help they need for extended periods.
Communication Issues: Many parents/carers felt communication between schools and families was poor or lacking with regards to ASN needs, with a lack of updates on their child's progress or the support being provided. A small percentage of the overall respondents felt excluded from decision-making processes entirely.
Staff Training and Understanding: There were repeated calls for better training for teachers and support staff, particularly in understanding and meeting the needs of children with additional support requirements, including autism, ADHD and other neurodivergent conditions. Concerns were raised about inconsistent provision due to varied staff knowledge.
Inconsistent Provision Across Schools: Several respondents noted that the quality and availability of ASL varies greatly between schools at present, leading to a ‘postcode lottery’ effect.
Parents Having to ‘Fight’ for Support: This was a strong recurring theme, with many respondents reporting they have to persistently advocate for their child's needs; often feeling ignored or that "no one listens."
Reactive vs. Proactive Support: Many respondents felt that support is often only put in place when a child is visibly struggling, rather than proactively and there is a desire for more of the proactive work which has been seen in some settings.
Strengths:
Positive experiences with individual teachers or support staff: Several respondents highlighted instances where individual teachers or support staff went "above and beyond" to help their child. These staff members were often praised for being supportive, proactive, and maintaining good communication. However, these positive experiences were consistently described as exceptions rather than the norm, suggesting individual dedication rather than systemic strength.
Specific Positive Mentions of Communication: While "poor communication" was a major concern, there were also specific positive counter-examples. Some respondents praised individual schools or staff for "maintaining good communication" and being "proactive" in their communication. This reinforces that good communication is achievable and valued, even if inconsistent at present.
Specific schools or specialist provisions: A few respondents reported positive experiences with particular schools or specialist units where communication was good and support was tailored. These were noted as areas where children's needs were well met and they were thriving. Again, these were in the minority compared to the widespread concerns about inconsistent provision elsewhere in mainstream schools.
Positive experiences where children's needs are well met and they are thriving: For some, responders explicitly stated that their children's needs were well met and that they were thriving. This indicates that for some, the ASL provision within the authority is currently effective and people would like to see more of this consistency.
Individual schools making adaptations: There were recurring mentions of settings being able to make necessary adaptations for children, suggesting that there is a capacity within institutions to be flexible and responsive to individual needs.
Willingness to Engage in Improvement: Some respondents offered to be involved in improving services or to share their insights. This indicates a valuable resource and a willingness within the parent/carer community to collaborate constructively; which is a positive sign for future improvements.