Chamber and committees

Education Scotland will continue to develop practical materials to support teachers’ professional learning needs and practice, including those which form part of the behaviours and relationships theme of its professional learning framework. These resources have been developed using the core funding received from the Scottish Government for the functions of Education Scotland.

We will publish a national gender-based violence framework for schools in the coming weeks. We are working closely with our key stakeholders on the Gender Based Violence in Schools Working Group to ensure that the Framework supports schools in tackling gender-based violence and sexual harassment, and ensures that all children and young people in schools are protected, cared for, and their rights and needs are respected.

I have made it absolutely clear that our schools should be safe and consistent learning environments for all, and that violent and abusive behaviours towards pupils or staff is unacceptable.

I have recently concluded a series of relationships and behaviour summit events, which engaged widely. Participants in these events included teachers, support staff, teaching unions, local authorities, parents, children’s organisations, academics, community justice and violence reduction organisations, and a spectrum of third sector organisations. Details of the summits, including organisations represented, can be found here Health and wellbeing in schools - Schools - gov.scot (www.gov.scot)

Our research into Behaviour in Scottish Schools report published on the 28 November 2023. The findings from this research, and the outcomes from the discussions at the summit events, will be used to inform the development of a national action plan. This national action plan will be developed in collaboration with the Scottish Advisory Group on Relationships and Behaviour in Schools, which I chair jointly with COSLA’s Children and Young Person spokesperson, and membership includes representatives from unions, education, and parents and carers. We will publish the plan as soon as possible in the new year.

We look forward to continuing our engagement as we develop out action plan to help make a difference on this issue.

I refer the member to the answer to question S6W-23512 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

A summary of discussions at the summits can be found at: Health and wellbeing in schools - Schools - gov.scot (www.gov.scot) . The findings from the summit will inform the national action plan which we expect to be published early in the new year.

Following a competitive invitation to tender process, a contract for the Education Workforce Modelling and Research work was awarded to WPI Economics on 13 October 2023.

It is encouraging that the Summary Statistics for Schools in Scotland published on 12 December reported a slight increase in the number of post probationers securing a teaching post in the year following their probation.

The Teacher Induction Scheme provides a one year probationary placement to allow teachers to meet the Standard for Full Registration. This does not provide a guarantee of future employment with a particular local authority. Teaching posts should be advertised and filled in a fair and transparent manner.

The Scottish Government is committed to supporting all young people to achieve their potential through Developing the Young Workforce (DYW). Although no specific data is available on the number of disabled young people supported through DYW, the employer-led DYW Regional Groups and School Coordinators work with specialist partners and third sector organisations to support young people who are furthest from the labour market into positive destinations, including young disabled people.

A recent example of this is in DYW Edinburgh, Midlothian and East Lothian. Enable and Action For Children provided ASN training for their School Coordinators and management staff. As a result, the Regional Group now work closely with Pilrig Park School, who deliver education for secondary school pupils experiencing complex long-term additional support needs. Through this collaboration they ensure that every pupil has flexible, personalised pathways to develop knowledge, understanding and skills for learning, life and work. In addition, DYW Fife have dedicated School Coordinators to increase support and opportunities for ASN Schools, Pupil Support Service Students and care experienced young people. Through collaboration with key partners, a more inclusive approach is adopted for these young people.

a) Enable Works Stepping Up programme, to date, has been delivered in 75 schools across Scotland, achieving a 98% positive destination rate for young people with learning disabilities. In financial year 2022-23, 2,974 young people were supported through the Stepping Up programme.

b) Stepping Up is an innovative school transitions programme that supports young people who have a learning disability, autism or additional support needs. The programme is delivered in partnership with Education Providers, stakeholders and other third sector organisations. It works collaboratively with Careers, Information, Advice and Guidance (CIAG) and Developing the Young Workforce (DYW) to provide joined-up careers experience, advice and guidance, and aims to support young people into positive destinations.

Operational decisions about the provision of childcare services within Scotland’s colleges are the responsibility of each individual college. Colleges must determine how best to secure their own sustainability, for instance through providing childcare services, while continuing to deliver provision to meet regional needs.

The Scottish Government provides funding to local authorities to deliver 1140 hours of high quality early learning and childcare (ELC) to all eligible children. Our ELC delivery model is provider neutral, recognising that decisions about ELC service delivery remain for local authorities to make based on their understanding of local demand. Under this model, college childcare services can apply to deliver funded ELC provided they meet the conditions set out in the National Standard for funded ELC and meet the usual requirements.