The Education Sub-Committee of Scottish Borders Council met on Thursday, 11 June 2026, to discuss HMIE reports on several schools and a performance improvement plan for neuro-affirming classrooms. The committee approved improvement plans for Lauder Primary School and Nursery Class, Swinton Primary School and Nursery Class, Westruther Primary School, and Kelso High School, all of which had received positive HMIE reports with areas for further development. A significant portion of the meeting was dedicated to discussing the implementation of neuro-affirming classrooms and support for neurodivergent learners across the council's educational settings.

HMIE Reports and School Improvement Plans

The committee reviewed HMIE inspection reports for four educational establishments: Lauder Primary School and Nursery Class, Swinton Primary School and Nursery Class, Westruther Primary School, and Kelso High School.

Lauder Primary School and Nursery Class

Lauder Primary School and its Nursery Class received generally positive HMIE reports. The primary school was evaluated as good across all four quality indicators, with strengths identified in leadership, learning and teaching, wellbeing, equality and inclusion, and raising attainment and achievement. The nursery class received three very good and one good grading. Key strengths highlighted included positive relationships between children and staff, a strong focus on learning and teaching, effective use of digital technologies, and well-established community partnerships. Areas for improvement included refining systems and processes to support outcomes for children, developing children's leadership in their own learning, strengthening staff's shared understanding of national standards, and developing universal and targeted approaches to accelerate progress and raise attainment. The committee approved the school's improvement plan and the education authority's support plan.

Swinton Primary School and Nursery Class

Swinton Primary School and Nursery Class also received positive HMIE reports. The primary school was rated good for both learning, teaching and assessment, and raising attainment and achievement. The nursery class received three very good gradings for its curriculum, learning, teaching and assessment, and wellbeing, inclusion and equality. Strengths noted were enthusiastic and motivated children, a rich curriculum in the nursery, calm and inclusive learning environments in the school, and effective use of digital technology by both staff and children. Areas for improvement included developing consistently high-quality learning experiences and increasing children's responsibility in leading their learning, as well as further developing approaches to planning, assessing, and tracking children's progress to ensure appropriate pace and challenge. The committee approved the school's improvement plan and the education authority's support plan.

Westruther Primary School

Westruther Primary School received good evaluations across all four quality indicators inspected: leadership of change, learning, teaching and assessment, ensuring wellbeing, equality and inclusion, and raising attainment and achievement. Strengths included the headteacher's effective and nurturing leadership, respectful and engaged children, and significant opportunities for children to achieve success, particularly in sustainability and community improvement. Areas for improvement focused on developing evaluation processes, ensuring well-paced and challenging learning matched to children's needs, and increasing opportunities for children to learn about different needs and cultures to tackle discrimination. The committee approved the school's improvement plan and the education authority's support plan.

Kelso High School

Kelso High School's HMIE report, conducted in November 2025, identified areas for improvement in strengthening leadership, improving consistency in learning and teaching (particularly pace and challenge), developing whole-school approaches to inclusion and equity, and accelerating progress in attainment and achievement. The headteacher, Jill Lothian, presented the school's progress since the inspection, highlighting expanded leadership opportunities, refined tracking and intervention systems, and the embedding of the CIRCLE framework for inclusion. Harriet Campbell, Chair of the Parent Council, provided a parent's perspective, acknowledging the report's balance but also expressing concerns about its harshness and the lack of recognition for the school's strengths in positive destinations and academic results. The committee agreed to recognise the progress made by Kelso High School in addressing the areas for improvement.

Neuro-affirming Classrooms and Support for Neurodivergent Learners

The committee received a performance and improvement report and action plan on neuro-affirming classrooms and support for neurodivergent learners, presented by Kathryn Davidson, Principal Educational Psychologist for Scottish Borders Council. The report detailed current and future work within the education service, drawing on learning from events hosted by The Harris Trust and outlining a commitment to collaboration with third-sector organisations, young people, and families.

Key aspects of the proposed action plan include:

• A Structured Learning Framework: Adopting an Informed, Skilled, and Enhanced model, aligning with Education Scotland's professional learning framework. The Informed Level aims to establish a shared baseline understanding for all staff, the Skilled Level focuses on deepening practice, and the Enhanced Level aims to build specialist capacity.
• Embedding Research and Lived Experience: Incorporating findings from pupil and staff research, and continuing structured engagement with young people and families to inform improvement.
• Strengthening Partnerships: Sustaining and extending multi-agency working with CAMHS, social work, and third-sector organisations, and supporting cluster-level partnerships.
• Supporting Families and Participation: Launching refreshed Getting It Right For Every Child (GIRFEC) planning materials with specific guidance for neurodivergent learners and families, and strengthening inclusive communication.
• Sustaining and Connecting Resources: Developing and promoting accessible resource hubs aligned with the learning framework.

Councillor Fay Sinclair raised concerns about the pathways to diagnosis for conditions like ADHD and the long waiting times, as well as the need for support for adults who may identify as neurodivergent through their children's experiences. Ms Davidson acknowledged that diagnosis pathways are primarily a health matter but confirmed that the Education Service is advocating for improvements and working closely with CAMHS. She also highlighted that the focus on neuro-affirming practice benefits all learners, not just those with a formal diagnosis.

The committee agreed to the Education Team's action plan for neuro-affirming classrooms and inclusive practice for 2026-27.