Supporting Children’s Learning Code of Practice: Statutory Guidance on the Education (Additional Support for Learning) (Scotland) Act 2004 Consultation response May 2026
In February 2026, Scottish Government opened a consultation on the refreshed draft Supporting Children’s Learning Code of Practice, which provides statutory guidance for the Education (Additional Support for Learning) (Scotland) Act 2004. This legislation sets out the framework for identifying and supporting children and young people who face barriers to learning, ensuring they receive the help needed to achieve their full potential while promoting collaborative working and protecting the rights of learners and families. As the Code of Practice was last updated in 2017, Scottish Ministers were reviewing it to ensure it remains accessible and fit for purpose.
After engaging with members and stakeholders from across the CLD sector, the CLD Standards Council submitted a response to this consultation to ensure that the updated guidance fully reflects the needs, expertise and distinct contribution of the Community Learning and Development workforce. In particular, the response emphasised the critical need for CLD to be explicitly and consistently embedded throughout the Code of Practice, rather than referenced only peripherally. CLD practitioners play a vital role in supporting children, young people and families, particularly those facing multiple and complex barriers to learning, through trusted relationships, community-based approaches and partnership working. Their contribution to early intervention, family support, learner engagement, and inclusive practice is essential to achieving the aims of the 2004 Act. The CLD Standards Council therefore highlighted that meaningful inclusion of CLD within the guidance is necessary to ensure a holistic, rights-based approach to additional support for learning, strengthen multi-agency collaboration, and improve outcomes for children and young people. Embedding CLD throughout the Code will also support greater recognition and understanding of the workforce among partners, enabling more effective and coordinated practice across services.