The contribution of Guidance staff to the integrated support systems in schools is critical to supporting the concept of inclusion, enabling schools to give consideration to the needs of the individual in the wider school community.

The authority is committed to ensuring:

• children have access to objective and professional guidance (personal, curricular and vocational) to enable all learners derive maximum benefit from their educational and work-related experience
• staff can assist pupils to take responsibility for decisions relating to their own personal growth and development
• schools can enable all learners to derive maximum opportunity for achievement and attainment to prepare them for further lifelong learning
• all learners have the opportunity to experience, as part of their curricular entitlement, a comprehensive and well developed programme of personal and social education, appropriate to their ages and needs; encompassing social, moral, education for citizenship, work and health, including topics such. as equal opportunities, issues of gender and sexuality and anti-racist attitudes

The main functions of a Guidance system are to:

• support and encourage the personal development of individual learners
• co-ordinate and deliver the programme of Personal and Social Education (PSE)
• monitor and support the progress of all learners, so that they experience their full set of learning entitlements and derive maximum opportunity for achievement and attainment

Guidance staff in collaboration with the integrated support team may assist by: 

• providing pastoral support to ensure the well-being of individuals
• supporting learners in planning curricular pathways, setting targets and monitoring and evaluating progress in learning activities 
• providing stimulating PSE opportunities
• supporting learners in accessing information and opportunities for further and higher education, training and employment beyond school

Successful integrated working will take place where all staff are clear about their roles and responsibilities and have shared values and beliefs and who, by collaborative effort will collectively improve the learning experiences and outcomes for all children and young people.