The Education Sub-Committee of Scottish Borders Council met on Thursday 11 June 2026 to discuss HMIE reports on several primary schools and Kelso High School, as well as a performance and improvement report on neuro-affirming classrooms. The committee approved school improvement plans for Lauder Primary School and Nursery Class, Swinton Primary School and Nursery Class, Westruther Primary School, and recognised the progress made by Kelso High School. A new action plan for neuro-affirming classrooms and support for neurodivergent learners was also approved.

HMIE Reports and School Improvement Plans

The committee received and discussed HMIE reports for Lauder Primary School and Nursery Class, Swinton Primary School and Nursery Class, Westruther Primary School, and Kelso High School.

For Lauder Primary School and Nursery Class, HMIE found the primary provision to be good across all four quality indicators, with the nursery class receiving three very good and one good grading. Strengths identified included positive relationships, 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, developing children's leadership in learning, strengthening staff's understanding of national standards, and developing universal and targeted approaches to raise attainment. The committee approved the school's improvement plan and the education authority's support plan.

Swinton Primary School and Nursery Class also received good gradings for its primary provision and very good gradings for its nursery class. Strengths highlighted 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. Areas for improvement focused on developing consistently high-quality learning experiences and improving approaches to planning, assessing, and tracking children's progress. The committee approved the school's improvement plan and the education authority's support plan.

Westruther Primary School received good gradings across all four quality indicators. Inspectors noted the effective leadership of the headteacher, respectful and engaged children, and staff's provision of opportunities for children to achieve success, particularly in sustainability and community improvement. Areas for development included refining evaluation processes, improving learning and teaching pace and challenge, and increasing opportunities for children to learn about different needs and cultures. The committee approved the school's improvement plan and the education authority's support plan.

For Kelso High School, HMIE identified areas for improvement in leadership, learning and teaching, inclusion and equality, and raising attainment and achievement. The school has since implemented a range of actions, including expanding leadership opportunities, refining tracking and intervention systems, embedding the CIRCLE framework for inclusion, and seeing improvements in numeracy and literacy attainment. The committee recognised the progress made by the school in addressing the HMIE findings.

Neuro-Affirming Classrooms and Support for Neurodivergent Learners

The committee considered a performance and improvement report and action plan on Neuro-Affirming Classrooms and Support for Neurodivergent Learners. The report, developed in response to a motion agreed in April, outlines current and future work within the education service to create neuro-affirming classrooms and support neurodivergent learners. Key learning from events hosted by The Harris Trust and other professional development opportunities was discussed, highlighting the importance of consistent messaging, varied delivery methods, and collaboration with third-sector organisations.

The approved action plan for 2026-27 focuses on establishing a structured learning framework with three levels: Informed (universal), Skilled, and Enhanced. This framework aims to ensure a consistent baseline of understanding for all staff, deepen practice for those working directly with neurodivergent learners, and strengthen specialist capacity. The plan also emphasises embedding research and lived experience, strengthening partnerships, supporting families, and sustaining resources. The committee approved the Education Team's action plan.