Chamber and committees

The National Upskilling Plan for Computing Science teachers is a multi-year upskilling programme to support teachers keep pace with this fast-changing subject area. As this is a core tenet of STACS aims and deliverables, the Scottish Government will continue to support this for the duration of the grant funding arrangement with STACS until 2026-7.

Funding was allocated to Local Authorities on behalf of 304 secondary schools for computing science hardware on a demand-led basis. Local Authorities distributed funding on behalf of the Scottish Government, with the total claimed at approximately £730,000.

Scottish Teachers Advancing Computing Science is responsible for developing and implementing the National Upskilling Plan for computing science teachers. The National Upskilling pilot developed over 6 hours of high-quality upskilling material with 71 teachers registering from 27 councils and 50 education authority schools and 11 independent schools. On average, 30 teachers participated in the live workshops with evaluation feedback showing many participants reporting increased confidence and understanding. Utilising feedback from the pilot, the second iteration of the Upskilling Programme was expanded to include upskilling at National 5, Higher and Advanced Higher level and is currently being completed and will be evaluated as part of this next phase of work. STACS will continue to evaluate future phases of the Upskilling Programme.

I refer the member to the answer to question S6W-23510 on 19 December 2023. All answers to written Parliamentary Questions are available on the Parliament's website, the search facility for which can be found at https://www.parliament.scot/chamber-and-committees/written-questions-and-answers .

I refer the member to the answer to question S6W-25147 on 21 February 2024. All answers to written Parliamentary Questions are available on the Parliament's website, the search facility for which can be found at https://www.parliament.scot/chamber-and-committees/written-questions-and-answers .

A member of the Scottish Youth Parliament attended the relationships and behaviour summit held on 25 October, on relationships and behaviour approaches.

All three summits included representatives from a range of children’s and young people’s organisations.

The Scottish Government continues to provide £100,000 annual funding to enable CELCIS to support the facilitation of a Virtual Head Teacher network. There are currently 18 virtual head teachers (or equivalent) who are members of the network with a standing offer of support to other local authorities who are considering implementing the role. The network has recently been expanded to include two Attainment Advisers from Education Scotland to offer additional support to the network and virtual head teachers.

Funding is provided to CELCIS for them to facilitate, support and manage a network of Virtual Head Teachers. This includes undertaking research and evaluation around the development of the role in Scotland and how it can help improve the lives and education outcomes of care experienced young people. Decisions around the introduction of the role remain with each individual local authority.

In the information held by the Scottish Government, teaching posts are classified into three employment types: Permanent, Temporary, and Temporary-Teacher Induction Scheme. For the purposes of this response, teachers on the Teacher Induction Scheme have been included in the Temporary category.

Teachers may be employed on a permanent contract but be categorised as Temporary if they are working in a post classified as a temporary employment type.

The following table shows the percentage of permanent and temporary full-time equivalent (FTE) teacher posts across all sectors (Primary, Secondary, Special and Centrally Employed) from 2010.

Percentage of teachers (FTE) with Permanent and Temporary posts

There could be a number of contributing factors relating to the differences of recorded Additional Support Needs (ASN) data between ELC and schools.

The 34% of learners who were recorded as requiring additional support in the 2022 pupil census represents a cohort of learners who have spent a longer period of time in primary, secondary and special school settings compared to ELC. The length of time children and young people spend in primary, secondary and special school settings combined with their individual stage of development, strengths, areas of need and circumstances provides increased opportunities to identify, understand and record their needs. It is therefore highly likely that there will be a higher incidence of reporting in school settings compared to ELC settings.

An additional support need can arise for any reason and may not be permanent. There is a wide spectrum of support that may be needed, from support to overcome barriers arising from health or disability, to support for social and emotional reasons. In addition, the factors which give rise to additional support are often interconnected. Children and young people may also have more than one type of additional need that has been identified over a period of time in primary and secondary settings. This means that the total percentage for ASN categories does not equal the sum of individual types of additional support needs.

Identifying additional support needs in young children should be a holistic and collaborative approach that is centred around the child. It usually takes place over a period of time, to take cognisance of the child’s individual stage of development, strengths, areas of need and circumstances. It should involve the gathering of information from varied sources in order to identify their needs and to suggest appropriate interventions, support and planning. This can include consultation which actively involves educators, parents/carers, the child and other agencies. This is often not achievable until primary or secondary school, and is another factor that is reflected in the differences in recorded statistics.

In the 2023-2024 Programme for Government the Scottish Government announced that we would develop and trial a digital service that will give parents and carers greater scope to manage their childcare.

We know that the current childcare system can be difficult for families to navigate, particularly for those on the lowest incomes, and are at an early stage of designing a digital service that will make it easier for parents and carers to manage their childcare.