Additional Support for Learning (ASL) within Falkirk Education - Parent/Carer Feedback

UPDATE - FRIDAY 13TH MARCH 2026

ASL Review - Parent/Carer survey: Further Analysis

Following the publication of the initial findings, a more detailed review of parent and carer feedback has been undertaken. This further analysis explores recurring themes, patterns in experiences and areas that may offer opportunities for continued development within ASL provision across the authority. It builds on the initial analysis by highlighting wider context and the nuances reflected in the views shared by families.

Experiences of Support at School and System Levels

In the responses from parents/carers, a distinction emerged between the support experienced within individual establishments and perceptions of wider ASL processes. Many families described positive day-to-day support within their child's school or early learning setting, often highlighting strong relationships with class teachers and support staff. These examples demonstrate the commitment of school-based teams to meeting children's needs.

Alongside this, families expressed a broader range of views regarding the wider ASL system. Feedback indicated that navigating assessment pathways and accessing specialist services can feel overwhelming and families sometimes found it difficult to understand where certain processes sit within the wider support landscape. This suggests that experiences at school level are often viewed separately from those involving external agencies or authority wide processes.

Knowledge and Understanding of ASL

Parents and carers generally felt positive about the level of ASL understanding within schools and many recognised the efforts made to develop staff knowledge. The qualitative feedback also reflected that applying this knowledge consistently can be challenging when staff capacity is limited or when specialist input from other services is not immediately available. These comments reflect the pressure that demand for help and support can place on schools trying to maintain consistency in what is being offered.

Communication and Visibility of Support

Communication between home and school emerged as an area with a mixture of positive and less certain experiences. Some families described communication as regular, proactive and supportive, while others felt updates were less frequent or lacked detail. This variation suggests that communication approaches currently differ across establishments and there may be value in sharing effective practice more widely.

Feedback also indicated that awareness of centrally provided ASL services varies. Some families were familiar with a range of services, while others were unclear about what is available or how such services connect with school-based support. There could, therefore, be an opportunity to strengthen the visibility and clarity of information about services and pathways so that families can better understand the full range of support available.

Themes from Written Responses

The free text responses provided valuable insight into the lived experience of families. A common theme was the pressure parents and carers described in navigating assessments and referral processes. Many expressed a desire for clearer guidance, earlier intervention and more regular updates about next steps.

Another frequently raised theme related to capacity. Families noted that staffing levels, high demand for specialist services and wider pressures on time can influence how consistently support can be delivered. These comments reflect the fact that ASL provision operates within a system of interdependent services, all of which experience varying levels of demand.

At the same time, families shared numerous examples of highly effective support which they have personally received and experienced. These included settings where children were thriving, where communication was strong and where thoughtful adaptations made a clear difference. These examples illustrate the positive impact of well-established practice and offer learning that could be beneficial to share more widely.

Children's Needs and Support Pathways

Parents and carers described a wide range of needs, including neurodiversity, learning differences, social and emotional needs and emerging or undiagnosed barriers to learning. Feedback indicated that families valued clear pathways for assessment and support and that waiting for specialist involvement can sometimes feel like a barrier to timely intervention. Strengthening communication around these pathways may help families feel more informed and confident as their child's needs are explored.

Areas for Consideration as the Review Progresses

Based on this further analysis, several themes appear and are important to consider during the next stage of ASL improvement work. These include:

Improving the visibility of services:

Enhancing how information is shared may help families feel more informed about available support and how different services connect within the wider ASL system.

Supporting consistent approaches across establishments:

Many families shared examples of excellent practice. Providing opportunities for schools to learn from one another could help ensure that positive approaches are reflected more widely.

Strengthening proactive and early support:

Families expressed a clear desire for support that is timely and preventative. Developing shared processes that support early identification may benefit both pupils and staff.

Enhancing communication around pathways:

Greater clarity around assessments, referrals and next steps could help families feel more confident as they navigate ASL processes.

Conclusion

This further analysis provides a deeper understanding of the experiences shared by parents and carers across the authority. The feedback reflects both the strong commitment evident in many schools and the wider pressures that can affect how support is experienced. These insights will continue to inform the next stage of the ASL Review and support collaborative planning with families, schools and services.

Previous updates

Please note the timescale for this phase has been set to allow for more in-depth data analysis. Phase 2 of the project (‘analysis of responses’) provides an initial analysis of data of the feedback provided. We aim to have the additional analysis published in Phase 3 by the date indicated.

Please note, whilst connected to the larger ASL Service Review as a whole, the consultation on proposed changes to Enhanced Provision is a separate statutory consultation that the Education Services will undertake should it receive approval from Falkirk Council’s Executive on Thursday 21st August. This will include a Participate+ survey that will be published separately from this ASL survey. The data collated from this ASL survey is part of the wider ASL Review undertaken by Education Services, and has helped inform some information relating to Enhanced Provision changes - as has staff and pupil engagement before the summer holidays.

Next Steps

The data collated from this survey, as well as the aforementioned staff and pupil engagement which has taken place, will all contribute to a final Committee paper that will be presented to Falkirk Council’s Executive at a later date when the ASL Review is coming to a close. There is currently no specific timescale or Committee date chosen. However, this page will be updated with that information as it becomes available.