Chamber and committees

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.

Although the number of individual Computing Science teachers visiting the website is not tracked, the STACS website is an important resource for the Computing Science community. 490 Computing Science teachers are members of the STACS website and have access to the full set of resources. Since launching in 2022 the website has had 53,000 unique visits.

Grant funding to support Scottish Teachers Advancing Computing Science (STACS) / University of Glasgow commenced in 2021 and has continued on an annual basis since that date.

As a condition of the funding support the Scottish Government agreed with Scottish Teachers Advancing Computing Science a commitment to publish annual progress reports which are published on their website where updates and activity are regularly posted. The first year’s report is publicly available on the STACS website and they will be publishing a year 2 update report in the summer of 2024.

The annual report for 2022-23 is available at: https://issuu.com/stacshq/docs/stacsannualreport .

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

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.

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 .

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.

The Scottish Government has been supporting innovative childminder recruitment pilots within 14 Local Authorities, in partnership with the Scottish Childminding Association. To date, 69 candidates have been supported through the programme to complete their registration as childminders with the Care Inspectorate. A further 116 are currently working towards their registration. We have also begun to explore ways of streamlining and reducing the administrative burden on childminders.

As announced in the 2023 Programme for Government, we will continue to build on this work and scale up these pilots to support and grow our childminding workforce. We will also implement a range of measures to address retention issues, including trialling a mentoring scheme and models of ‘funded time off the floor’ to support childminders to undertake professional development opportunities, planning or administration duties.