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Reflecting on a Strategic Change Initiative: Maximising the Capacity, Value and Impact of Support for Learning Workers
Full text linkThis study was conducted as a key component of the Into Headship programme which I completed in 2022. The study examines the deployment of support for learning workers (SFLWs) in a Glasgow secondary school, while also addressing challenges that hinder effective collaboration between teaching staff and SFLWs that could enhance young people’s learning experiences and outcomes. The study examines the feedback gathered to identify views and experiences of all stakeholders working with and alongside SFLWs in the school community. It then reflects on the strategies employed while setting timelines and regularly reviewing progress with key staff responsible for leading and managing the SFLW team. The self-evaluation tool from the Education Endowment Fund (EEF), focusing on effective classroom assistant practices, and the Scottish Government 2020 review Support for Learning: All Our Children and All Their Potential, served as the foundation for this work. Both documents supported the exploration of structures and routines to better meet the needs of learners.
So far, the study has been valuable in fostering dialogue and reflection on how we can collaborate to improve outcomes for our young people while leading strategic changes involving SFLWs’ responsibilities. Some viewed this effort as too aspirational, given that it involves one of the lowest paid (UK Government, 2023) and often underappreciated (BBC, 2025) roles in the education system. As strategies were implemented, reviewed, and refined, a self-reflection journal emerged to help guide and sustain positive progress. Despite the challenges, this ambitious undertaking sheds some light on the untapped potential of SFLWs, offering a compelling vision for transforming the interrelationship of SFLWs and teachers for driving meaningful and lasting change
Reflecting On The Year
No full textWith this being the final edition of Surgo for the year, and my final one as Editor-In-Chief, it\u27s important to look back and reflect. This year has been very important for Surgo as we have finally managed to gain accreditation as an official publication. There has also been more of an online presence and push, in the digital age that we live in this is very important. While this is key to the advancement is Surgo going forward, it is important not to forget the origins of the journal. That is why we have continued to print and distribute physical copies of Surgo as well, to maintain the core essence of the brand. As a team, we have managed to deliver various topics, ranging from study skills to mental health. All of these had a key focus: students and their livelihood. Moving forward, this is something we want to build on and continue promoting, a better environment and sa afe space for students to voice their opinions and concerns.
We also want this to be a place to highlight students\u27 achievements, both academic and extracurricular. And on that note, from the entire Surgo team and our various co-authors, we are signing off for this year. - Daanyaal Ashraf, Surgo Editor-In-Chief 2024/2
Lessons From Labour Ward: My Trinidad Elective
No full textWhen I chose my junior elective, I wanted more than just a change of scenery, I wanted to broaden my perspective. That search took me to Mount Hope Women’s Hospital in Trinidad, where I spent four weeks in the Obstetrics and Gynaecology department.
The contrast with the UK was immediate. While the dedication of the staff was unquestionable, the hospital faced significant challenges: outdated equipment, stretched resources, and a public system that left many patients waiting longer than they could afford. For some, the only alternative was private healthcare, an option that came with both faster treatment and a higher price tag. Doctors in the public system often found themselves recommending that option if the patients could afford it, to avoid long delays. It was hard not to draw parallels with the NHS, where long waits are becoming increasingly familiar. Yet what struck me most in Trinidad was not the shortage of resources, but the resilience and ingenuity of the healthcare professionals, for example using hospital gloves as tourniquets for blood draws. These people went above and beyond to deliver timely care, despite the obstacles.
Outside the hospital walls, I had the chance to experience Trinidad. Mornings began with doubles, a delicious local street food staple, while Sundays often ended at Maracas Beach, covered in a generous coating of factor 50. The warmth of the community was just as striking as the island’s scenery. On one occasion, a former patient recognised me at the beach, and came over to thank me, sharing an update on her recovery, a simple but powerful reminder of why we go into medicine.
My time in Trinidad was more than just an elective; it was a lesson in adaptability and compassion. I leave with a deeper understanding of global healthcare challenges, a newfound love for Caribbean street food, and the enduring belief that kindness and connection are the true heart of medicine, no matter where you are.
Finally, my sincere thanks to the wonderful staff in Unit C, Mount Hope Women’s Hospital, Trinidad for their kindness and invaluable support, and to Dr Craig Napier, Glasgow University for all his help in organizing such a great elective experience.
Business Records Deposited in Scottish Archives in 2023
Full text linkThe following details of business records deposited in Scottish archive repositories in 2023 have been derived from the annual Accessions to Repositories Survey undertaken by The National Archives. Thanks are owed to colleagues at The National Archives for allowing the data to be previewed
The Universal Whisky: Advertising Scotch Whisky to the Empire in The Illustrated London News, 1890-1914
Full text linkThis article addresses two concurrent changes in the Scotch whisky industry in the late nineteenth and early twentieth centuries: the rise and recognition of brand names for Scotch whisky, and the adoption of Scotch whisky as a popular beverage. A means of mass promotion developed concurrent to the rise in exports of Scotch whisky, which made it possible to communicate brand names but also represent the changing cultural perception and preference for Scotch whisky. The ILN has been studied and recognised as a vehicle for the dispersion of British culture and mass advertising literacy within the British Empire, and for that reason is utilised here to examine the changes the industry underwent. 
Review of “Conversations with Tim Ingold” – The first book published by Scottish Universities Press
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Professional Reviews (PRDs) in Early Year Settings in Scotland: A Critical Exploration of the PRD Process and Potential
Full text linkThis research study principally aims to investigate the process and potential of professional reviews (PRDs)[1] in early years settings. This topic was an area of interest to me as a researcher, because I have been working for over 20 years in childhood practice and only received two PRDs in that time. Early years is evolving, and policy and guidance is everchanging. Siraj and Kingston (2015, p. 15) highlight it is therefore essential that practitioners maintain commitment to professional learning to effectively deliver the provision the service expects, leading to improved outcomes for children.
Staff within an early years setting were key research participants. The investigation was positioned in the interpretivist paradigm, as it explored early years practitioners’ (EYP) experiences and perceptions. This study will interrogate whether staff require a PRD for professional learning to happen, thus exploring PRDs’ purpose. The study will also compare continuous professional development requirements, within the Glasgow context specifically, in early years, and that of the teaching profession (primary and secondary sectors).
The data collected indicated that the potential of PRDs was dependent on how the process was carried out. Themes emerged highlighting that leadership was perceived to be a main factor to the success or failure of the PRD process, and how staff professional development could ultimately impact on provision and outcomes. The implications of this research could ignite change and highlight the absence of current literature in this field of study.
[1] Professional Review and Development (PRD) is an ongoing learning process supported by an annual meeting between reviewer and reviewee. For pragmatism, this paper also refers to the annual meeting as a PRD
Excellence and Equity for All? An Investigation into the Contributing Factors to Early School Leaving and Youth Unemployment, Contextualised via Scotland’s School Leavers’ Outcomes
Full text linkThis paper explores the contributing factors associated with secondary-school-aged young people leaving school before or immediately after they reach the end of compulsory schooling. The paper also considers the relationship between leaving school at this point and transitioning to unemployment, identifying key overlapping thematic concerns. Additionally, the paper considers the impact of education policies designed to mitigate some of these risk factors and ensure equitable experiences and outcomes for learners in Scotland. Whilst there have been changes in post-school transition outcomes for Scottish school leavers during the identified policy lifespan (2009-2023), this paper points to a continued correlation between leaving school early and poorer overall outcomes for those young people in Scotland
Self-evaluation for Self and School Improvement: The Development of a Self-Evaluation Strategy Enabling All Staff to Engage with Consistency and Rigour, Bringing a Genuine Basis for Self and School Improvement
Full text linkThe National Improvement Framework (NIF)[1] (Scottish Government, 2023) sets out a clear vision for Scottish education based on delivering excellence and equity. Two of the six key drivers identified as being critical for ensuring both individual pupil achievement and whole school improvement are the quality of teaching and the quality of leadership in schools. (Mincu, 2015). Through the researcher’s personal school experience, backed by an understanding of professional literature (Hopkins, 2001) it is clear that a central factor for sustaining change that genuinely achieves teacher and school improvement is a consistent approach to self-evaluation. Effective self-evaluation is fundamental for both the professional development of individual teachers and the improvement of schools (MacBeath & McGlynn, 2002). Recognising this fundamental element of school excellence and coupled with the clear mandate for all staff to engage in self-evaluation (GTCS, 2021) this article outlines a strategic change initiative (SCI)[2] which sought to develop a strategy to enable all staff to engage in self-evaluation with consistency and rigour, bringing a genuine basis for self and school improvement. At an individual level, critical competence in a teacher’s role is being able to scrutinise their own abilities against the requirements outlined in the General Teaching Council Scotland (GTCS) professional standards (2021)[3], making evidence-based judgements on what to develop. To deliver this effectively, self-evaluation needs to be part of a structured framework and established in school practice. Furthermore, assessment needs to lead to action to ensure improvement happens (Stoll, 2009), making evidence-based judgements on how to develop. Overall, development of a structured, timetabled framework for effective self-evaluation provides the basis for meaningful school improvement that delivers for young people.
[1] The National Improvement Framework (NIF) summarises the vision and priorities for Scottish education that have been agreed across the system, and the national improvement activity that needs to be undertaken to help deliver those key priorities.
[2] The Strategic Change Initiative (SCI) is the process undertaken by participants of the National Into Headship programme in Scotland to develop strategic leadership for change.
[3] The GTCS Standard for Full Registration is the benchmark of competence required of all registered teachers in Scotland. This Professional Standard encompasses what it is to be a teacher in Scotland
Acknowledgements from the Journal of Leadership, Scholarship and Praxis in Education Editor
No full textAcknowledgements from the Journal of Leadership, Scholarship and Praxis in Education (LSPE) Edito