There are no simple solutions and it is all too easy to be seduced by the rhetoric of 'joined up' working and polished recommendations which are not then followed up with action. What is clear, however, is that only by actively involving the views of the service users (ultimately children and young people) will they engage in any programme put in place for them, be that a referral to the council's Outreach Teaching Service, a befriending scheme or a reduced timetable in the learning support base.

The theory behind the Draft Additional Support for Learning Bill makes it clear that definitions of who needs extra help are widening. In some ways this makes my job a bit easier as it should not be so hard to convince schools that the children we work with need 'extra' or 'special' help. We shall have to wait and see if it changes things in practice.

If you would like to contact Bryan to find out more about his work, please email practicescotland@shelter.org.uk in the first instance.

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