Chamber and committees

How does the tribunal address a lack of support from other services that are not education related? Is that an area in which you think that the scope could be widened?

Thank you. I really appreciate that.

Before I bring in Deborah Best, I want to ask about the recording of timetabling data, which is not what it should be. Can you tell us a bit more about that and about what we need to change to make it more fit for purpose?

It does. Thank you.

Thank you for allowing that, convener.

Deborah, thank you for that testimony. The point that you made about a ramp being taken away is a really good example, as it shows that having support does not necessarily mean that someone is independent, because it can be taken away. It is incredibly important to recognise that.

My question is for Glenn Carter and Irene Stove. We know that only a very small number of co-ordinated support plans are in place. Given your role, Glenn, and Irene’s role as a guidance teacher, will you talk to us about why so few of those plans are in place?

Before I asked my earlier question, I should have said that I welcome you to the meeting. Thank you for all the information that you have given us in advance and for what you have shared with us in the meeting, which is really crucial. I will start with a general question, if that is all right, which I will direct to Suzi Martin and Deborah Best.

The first action in the Scottish Government’s action plan for pupils with additional support needs is to have a vision for pupils, which is that:

“school should help”

them to

“be the best they can be. School is a place where children and young people learn, socialise and become prepared for life beyond school.”

Do you think that that is happening? If not, why not?

I might have another supplementary question, but I will wait to see how we get on.

Can I ask one more question?

I have a supplementary question for Glenn Carter that relates specifically to the point about behaviour and behaviour as a communication. How involved has the Royal College of Speech and Language Therapists been with the cabinet secretary’s summits on behaviour in schools? Have you been engaged by the Government on that?

Do you think that one specific plan should replace all those plans?

I know that Sylvia wants to come in on my original question but, on that particular point, how important to the ASN agenda are the reforms that have been suggested?

That brings me nicely to my next question. In your submission to the committee, you said that the Scottish Government’s claim that there are record numbers of additional learning support assistants in schools should be interrogated. Why do you feel that that is the case? Can you explain the situation, as you see it, in schools?