Official Report 1038KB pdf
Education and Skills
Good afternoon. The first item of business this afternoon is portfolio question time. As ever, I would appreciate succinct questions and answers, in order to get in as many members as possible.
Higher History 2024
To ask the Scottish Government whether it will launch an independent review of the 2024 higher history exam, in light of reports that responses to a survey by the Scottish Association of the Teachers of History were overwhelmingly critical of the Scottish Qualifications Authority review, that it had been described as a “whitewash”, and that one respondent referred to it as “the most biased and useless investigation I have ever seen a public body attempt to pass off as legitimate.” (S6O-04169)
The Scottish Government has accepted the findings of the SQA’s 2024 higher history review, which was an operational matter for the SQA. The Scottish Government and the SQA met the Scottish Association of the Teachers of History immediately after the publication of the survey results and agreed that there would be a package of measures to support teachers delivering higher history in 2025, including a dedicated inquiry line so that teachers, lecturers and school leaders can raise questions directly with the SQA. Another understanding standards webinar has also been organised. Further, I have asked to meet the president of SATH, and I look forward to doing so.
The cabinet secretary mentioned that she accepts the SQA review. Why will she not accept the findings of the survey by the Scottish Association of the Teachers of History? The findings were overwhelmingly critical and did not accept the outcome of that independent review.
The cabinet secretary mentioned a meeting that the Scottish Association of the Teachers of History had had with the SQA. SATH’s president said that the SQA did not consider the possibility of having another investigation and looking back at what went wrong this time. Will the cabinet secretary take her head out of the sand and accept that the matter has not been handled well by the Government or the SQA, and that the only way to resolve it, to please all parties, is to have a truly independent review?
I thank Mr Ross for his involvement and interest in the matter, which we discussed prior to Christmas at the Education, Children and Young People Committee, which he convenes. I have taken an active interest in all the matters that he has raised today, particularly in relation to the involvement of the Scottish Association of the Teachers of History, which is the professional association of history teachers. It was at my behest that we continued that further engagement with SATH.
Kirsty MacDonald, SATH’s president, said:
“SATH has gathered the views of Scottish history teachers on this issue in order to ensure that everyone in the teaching community can have their voices heard. We are pleased that SQA and the Scottish Government are keen to action many of the points raised in the survey and work with the SATH committee towards positive outcomes.”
I look forward to engaging directly with the president on that matter.
I am more than happy to engage further with the member on the issue, because I recognise the legitimate concerns that he has raised today. I have acknowledged the various concerns that have been raised by history teachers in the SATH survey responses and the need to rebuild trust and confidence.
As I alluded to in my original answer, the Scottish Government and the SQA have engaged substantially with SATH as an organisation, following the publication of the review. I will continue to engage with the president, and I am more than happy to engage with Mr Ross on the issue, because I recognise the concerns that he has raised.
How will the Education (Scotland) Bill help to rebuild trust in qualifications among pupils, teachers, parents and carers?
The issue of trust links directly to our broader agenda in relation to education reform. It is essential that qualifications Scotland acts differently and feels different to those whom it serves. The bill provides a framework that will strengthen the way in which young people, adult learners and our teaching professions are put at the centre of decision making. That will be achieved through new governance and accountability measures that promote participation, transparency and openness, such as the learner and teacher charters and committees. A strategic advisory council will also provide a platform for parents, carers and other key stakeholders to advise the organisation.
The cabinet secretary will know that it is not just the Scottish Association of the Teachers of History that is furious. She has had correspondence, as I have, from a teacher who said:
“There is a huge distrust between teachers and the SQA. They are a laughing stock.”
Another teacher has said:
“They’ve mucked up kids’ futures.”
The fact that the cabinet secretary still will not launch or instruct an independent inquiry beggars belief. In the committee session with the SQA on 4 December, the cabinet secretary said:
“I have not yet been presented with an evidence base to substantiate my instructing the chief examiner to lead an independent review.”—[Official Report, Education, Children and Young People Committee, 4 December 2024; c 79.]
Why are the views of history teachers in Scotland, and the Scottish Association of the Teachers of History, not substantial enough for her to act?
I thank the member for her interest in the matter. As I alluded to in my previous response, we had a substantial discussion of the issue at a meeting of the Education, Children and Young People Committee prior to Christmas.
It is worth saying that not all history teachers deliver history at higher level, and not all history teachers are involved in the marking of history qualifications. Around 17 per cent of history teachers responded to the SATH survey. The issue that I raised at committee was the need for us to look objectively at any concerns raised in the independent report carried out by the SQA, and for history teachers to engage with the Government on that matter. I have done that.
As I said in my response to Mr Ross, I have also made very clear, on the record, my continued keenness to engage with the history sector. I will engage directly with the president of SATH. It is also worth reflecting that the SQA has announced more support for history teachers, including a direct inquiry point and an additional webinar on understanding standards, which SATH has broadly welcomed.
I do not want to stop my engagement with the sector; I will continue it under the auspices of the president of SATH. I will be more than happy to update Ms Duncan-Glancy on that or on any other matters that may come to me in that regard. As I made clear in my response to Ms Dunbar, it is hugely important that history teachers have confidence in the qualifications body, but it is also a key reason for our needing education reform.
Childcare (Island Communities)
To ask the Scottish Government what action it is taking to ensure that there is adequate childcare provision in island communities, including in the Orkney constituency. (S6O-04170)
High-quality, accessible and affordable early learning and childcare is vital in island communities to support children’s outcomes and to enable parents or carers to train, work or study. We fully fund local authorities to deliver 1,140 hours of ELC to eligible children, backed by almost £1 billion of funding each year, with each council being responsible for ensuring that local provision meets families’ needs. In addition, at national level, the Scottish Government is currently supporting projects to improve childcare provision in island communities through the national islands plan, our early adopter communities and the programme for Scotland’s childminding future.
The minister acknowledged the specific challenges that island and rural areas face on childcare provision when I raised the issue with her during questions on education last summer. Sadly, there has not been much improvement in the situation. I have been contacted by a constituent who explained that, despite the availability of spaces at her local nursery, there was not the staffing capacity to allow her two-year-old child to be given a place.
What more can the minister do to assist local authorities such as Orkney Islands Council to recruit and retain the staff required to deliver the childcare that the Government is promising, which is desperately needed by parents in my constituency?
I am sorry to hear about those challenges. We are working to increase uptake of provision for two-year-olds across local authority areas, but I recognise the particular and distinct challenges there. I welcomed a recent opportunity to meet representatives of Highlands and Islands Enterprise to discuss such issues. I asked them to report to me in the spring, to support and consolidate our knowledge in that area. I will carefully consider the findings of the report when it is available.
As I said in my first answer, we are also working with island communities, local authorities and other partners to ensure that the new islands plan continues to deliver. I understand that Orkney Islands Council is taking part in the retention strand of the Scottish Childminding Association’s programme for Scotland’s childminding future, which seeks to support childminders through funded time off the floor. As childminding is a critical part of the challenges that Mr McArthur has outlined to me, I encourage him to engage with Orkney Islands Council on how access to the programme could be of benefit.
My offer to meet Mr McArthur, which I made last summer in response to his previous question, still stands.
Additional Support Needs (Dumfries and Galloway)
To ask the Scottish Government what its response is to the data from the pupil census supplementary statistics, which reportedly shows that the number of pupils with additional support needs in Dumfries and Galloway increased by over 1,000 between 2019 and 2023. (S6O-04171)
Figures published last month show that, nationally, 40.5 per cent of school-age children were recorded as having an additional support need in 2024. Those figures show an increased recognition by local authorities of the needs of pupils, which is, in turn, reflective of the inclusive approach that the Scottish Government has taken to education. However, I accept that that presents challenges across our education system. That is why next year’s budget includes additional investment of £29 million for additional support for learning for local authorities, including Dumfries and Galloway. That builds on our joint work with the Convention of Scottish Local Authorities to deliver the additional support for learning action plan, which is already under way.
The figures show a 16 per cent rise in ASN pupils in Dumfries and Galloway since 2019, and that number continues to rise. The number of ASL teachers has been cut by 16 per cent over the same period and by a shocking 40 per cent since 2010. What assurances can the cabinet secretary give that those cuts in ASL teachers will be fully reversed by the Government’s budget and through the recruitment of additional teachers, at a time when the council is consulting on further cuts to ASL teachers? Behind those numbers, there are far too many young people who are simply not getting the support that they need.
I thank the member for his question, and I recognise some of the challenge there. He will recognise that, thanks to additional investment from this Government, since 2014, the overall number of teachers in Scottish schools has increased by more than 2,500. He will also know that I updated Parliament on the Government’s response to the issue before the Christmas break. I gave an update to Parliament then on the agreement that we have reached with local authorities, which will see the £145 million for teacher numbers, which is ring fenced, uprated by £41 million. It will also secure additional investment for additional support for learning. The purpose of that £29 million is to provide additionality to local authorities such as Dumfries and Galloway to allow them to invest in specialists, because we know that those specialists make a real difference. I very much hope that the member will be encouraged by that investment from the Government and will be inclined to support the budget when it comes to Parliament.
Discipline in Schools
To ask the Scottish Government what action it is taking to improve discipline in schools. (S6O-04172)
We published a joint behaviour action plan with the Convention of Scottish Local Authorities last August setting out action that is to be taken over the next three years at national and local level to support schools to improve relationships and behaviour. Since May 2023, we have responded to schools’ concerns in a number of different ways, including the publication of the national action plan, the publication of new guidance on gender-based violence, mobile phones and anti-bullying and the provision of additional funding to support the training of support staff.
The budget, if passed, will also offer a package of measures worth an additional £29 million for additional support needs, which will include support for the recruitment and retention of the additional support needs workforce.
I note that the cabinet secretary referred to the further £28 million for additional support needs teachers and £1 million to aid their retention and recruitment. Does she anticipate an improvement in classroom discipline, which will better enable ASN pupils, who might otherwise struggle, to access and engage with the curriculum?
The Government is absolutely determined to increase teacher numbers in Scotland’s schools, which is why we have reached the agreement that I alluded to in my response to Mr Smyth, which I think will make a real difference in our schools, particularly in relation to some post-Covid behaviour and relationship shifts. We know that a number of young people have struggled post-Covid with the return to formal education, which has impacted on behaviour and relationships in our classrooms. That is a problem not just in Scotland but across the United Kingdom and globally.
We also recognise that the growth in ASN presents additional challenges, and we remain committed to improving how children and young people get the support that they need with their learning. That is why we have committed that additional £29 million that I spoke to in my previous response, which is very much targeted on enhancing the ASN workforce.
Teachers and unions have warned ministers that many more incidents of violence take place in our classrooms than are reported, because teachers do not have the time to report those incidents. The minister references the action plan, which had two key points—the lack of options for how to manage the behaviour of a small core group of pupils and the lack of alternative options and resources for pupils for whom mainstream education may not be appropriate. What in the budget will help to address those two things?
I thank the member for his interest in the issue. He spoke about the time that teachers might take in reporting and recording incidents. I know from my experience that there is often a reticence among staff about reporting, because they are concerned about how their school might be perceived. We in the Government should reflect on that.
I was very clear in my update to Parliament in, I think, November 2023 that we wanted consistent and clear recording and reporting of incidents as and when they occur in our schools, because there is currently a level of reticence. The action plan sets out a range of different measures in that regard. The additional funding that I spoke to in my previous response for teacher numbers and for ASN specialists, including things such as behaviour, is fundamental to addressing the issues that Mr Briggs raises.
I am concerned about the level of violence and harassment against girls at school, but I am also concerned about the low take-up of the equally safe programme. Take-up was supposed to be up at around half of all schools by 2020, but it is at only a third of all schools. What is the cabinet secretary doing to improve the uptake of that programme so that we can tackle violence against girls?
The member raises an important point, which was reported in the national press over the recess. I share his concerns, and I have asked officials for further advice. The equally safe strategy works alongside the gender-based violence framework, which was launched last March. It is important that those complementary pieces of work act in tandem to tackle issues relating to misogyny. We know that there have been such issues, particularly post-pandemic. The Government’s research, which was published in late 2023, showed that there has been an increase in misogynistic behaviour, particularly from male pupils, which is often directed at their female teachers. It is hugely important that those issues are addressed. I have asked for further advice, and I would be more than happy to share some of that with Mr Rennie. It is important that all schools are aware of the different approaches that are at their disposal, either through the equally safe work or through the gender-based violence framework.
Physical Literacy
To ask the Scottish Government what role schools can play in ensuring that children develop lifelong physical literacy skills. (S6O-04173)
Schools ensure that children develop physical literacy skills with physical education, activity and sport embedded in the curriculum framework. The active schools network provides opportunities to participate in physical activity, while developing pathways between schools and sports clubs in the community. Our active play development project also develops physical skills in early years settings. At July 2024, 99.6 per cent of primary schools and 95.9 per cent of secondary schools delivered at least two hours of PE per week for pupils in primary school and at least two 50-minute periods of PE per week for pupils between secondary 1 and secondary 4.
During the pandemic, the United Nations Educational, Scientific and Cultural Organization—UNESCO—reported that, with schools closed, there was a significant loss of school-based physical activity, with many children becoming socially isolated and lacking in movement opportunities. The research by Huggett and Howells, which was completed post-lockdown, observed in four to five-year-olds that there was a significant difference compared with expected age-related physical development. The researchers understand that one in six children aged five to 16 are now likely to have mental health conditions, which is an increase from one in 10 children prior to the outbreak of the pandemic. Does the Scottish Government recognise the need to educate young people about their mental and physical health in conjunction with reversing the continuing decline in the opportunities that are available to be active in schools? Does it agree that that is one of the greatest health education priorities that we face?
I very much share Mr Whittle’s passion for the subject. I recognise the importance of physical education, particularly in educational settings, and its impact on attainment, behaviour and relationships. Of course, often, it will not necessarily be a PE teacher who is leading the after-school clubs. Mr Whittle might be amused to know that, many years ago, I took a hockey club when I was teaching at Elgin high school for a number of weeks. There are opportunities for staff across the school estate to be engaged in building better relationships, which helps with behaviour and facilitates greater opportunities for physical literacy.
I know that there are challenges in our schools post-pandemic. It is worth while recounting some of the progress that has been made, and I gave statistics on that in my initial response. However, the progress that has been made is remarkable when we look back at the position during the school session of 2004-05, when only 10 per cent of schools were providing the amount of PE that is being provided now. That is not the end of the story. The additional investment that we provide via the active schools co-ordinators, which amounts to £13 million annually, also has a substantial role to play in that regard. Finally, I should say—
Cabinet secretary, we need to make progress. Could you please bring your answer to an end?
The education reform work that we are engaged in also provides an opportunity to drive improvements. I would be more than happy to write to the member to give him a further update on that work.
Scotland was the world’s first daily mile nation. Can the cabinet secretary set out the work that the Scottish Government has done to encourage further take-up of the daily mile?
In September 2022, Scotland was announced as the first daily mile nation worldwide, with roll-out to nurseries, schools, colleges, universities and workplaces across the country. There are currently more than 1,000 nurseries, schools and special educational needs schools that are participating in the daily mile in Scotland, and more than 164,000 children and young people across Scotland benefit. The daily mile can be implemented at no cost, and its transformational impact is well evidenced. Not only can it improve a child’s fitness; it can improve their concentration levels, mood, behaviour and general wellbeing.
Antisocial Behaviour and Girls’ Welfare
To ask the Scottish Government what steps it is taking to tackle antisocial behaviour, and safeguard the welfare of girls, in schools. (S6O-04174)
The Scottish Government’s gender equality task force in education and learning asserts that all girls and young women should have a gender-equal experience of education in an environment that is free from sexism, sexual harassment and violence. It follows a preventative approach, as outlined in equally safe, which is Scotland’s strategy to prevent violence against women and girls. In March, I launched “Preventing and Responding to Gender Based Violence: A Whole School Framework”, which supports schools to address the underlying causes of GBV and ensure that appropriate action is taken in response to specific incidents.
The cabinet secretary will be aware of the recent horrifying case at a Dundee secondary school, where a hidden camera was discovered in a toilet roll holder, reportedly in a unisex bathroom.
A 15-year-old boy has been charged, with reports suggesting that the camera contained hundreds of sensitive images of girls. That has left pupils and parents angry and traumatised, with at least one girl refusing to return to school.
At a recent round-table meeting, a teacher spoke of appalling and, sadly, frequent instances of boys taking advantage of unisex toilets to slip phones under cubicles and film girls using the toilets. Given those disturbing incidents, will the cabinet secretary recognise the significant safeguarding risks of unisex toilets, and will she commit to ensuring that all toilets are returned to single-sex use in order to protect young girls?
Before I ask the cabinet secretary to respond, I note that the question contained a reference to a live case. Obviously, the usual caveats apply.
As you say, Presiding Officer, I am not able to comment on a live case. I am aware of the incident that the member has raised, which I think was raised previously with the First Minister in the chamber. Obviously, it is deeply disturbing.
I want to reflect some of the wider work that the Government has been undertaking in this space, some of which I alluded to in response to Mr Rennie. There will be a summit on Monday, to which the member is invited, as is the First Minister, which will look at youth violence and associated challenges in the round. A number of MSPs will be engaged in that work on a cross-party basis.
Some of the issues relating to the increases in misogynistic behaviour are systemic in our society at the current time. I have documented some of the work that the Government has undertaken in relation to the behaviour in Scottish schools research and the gender-based violence framework, but some of the changes that we have seen in recent times, particularly in our young men, are deeply concerning. It is hugely important that schools are supported in that regard.
The member asked a specific question about the provision of toilets, which is, of course, a matter for local authorities, although I am happy to engage them on those issues. I recognise the concerns that she has raised this afternoon and look forward to further engagement with her on the issue. Again, of course, she will be attending the summit, along with the First Minister, on Monday.
How is the Scottish Government supporting the mentors in violence prevention programme to address gender-based violence in schools?
We are continuing to invest to support Education Scotland to nationally co-ordinate the delivery of the mentors in violence prevention programme in schools across Scotland, and the associated training.
The programme has been delivered in more than 200 schools across all our local authorities. The work has included 5,800 senior pupil mentors delivering violence prevention lessons to more young people.
Through the programme, we are engaging young people to help them understand different forms of violence, including gender-based violence, and how they are related, and teaching young people ways to speak out against gender-based violence, bullying, and abusive and violent behaviour. The programme enables boys and girls to become part of the solution to help eradicate gender-based violence in Scotland.
Technology Careers
To ask the Scottish Government whether it will provide an update on the progress being made to improve the learning outcomes of pupils to prepare them for careers in the technology sector. (S6O-04175)
Work to improve the sciences curriculum as part of the curriculum improvement cycle is now under way, with work on technology starting in early 2025. That is being led by Education Scotland as part of a planned, systematic approach to curriculum improvement that will support high-quality teaching, learning and progression across all curricular areas.
We have provided more than £1.2 million this financial year alone to organisations that are supporting high-quality delivery of science, technology, engineering and mathematics in schools and helping to develop STEM subjects, such as computing science, as attractive and relevant subject choices.
I know that the minister will be aware of Education Scotland’s wonderful cyberfirst girls competition, designed to help girls enter the world of cyber technology and security, in which Girvan academy in my constituency recently made the shortlist of 10 finalists. Noting that fantastic achievement, does the minister agree that it is vital that continued support is provided to equip our young girls with those much-needed skills to engage, nurture and inspire them to enter the field of computer sciences, providing them with the skills that Scotland’s technology sector and wider economy will fundamentally depend on?
I do. I am encouraged that, in recent years, there has been an increase in the number of girls undertaking computing science courses, not least because closing the equity gap in participation in STEM is crucial and central to our vision for an equal Scotland. However, there is more to do if we are to reach the position that we all want to be in. That is why Education Scotland is working with organisations, including Tech She Can and Code Club, to promote careers in computing science to girls. We have also invested £840,000 in Scottish Teachers Advancing Computer Science to support excellence in the teaching of computing science and the promotion of the subject to pupils and parents.
In evidence to the Education, Children and Young People Committee, the Scottish Government’s former chief entrepreneurial adviser, Mark Logan, was particularly critical of the Scottish Government’s lack of progress on computing science teaching reform. He cited figures, which were gathered at local authority level, that showed that, in 2024 in Scotland,
“at least 32,500 pupils”
had
“no access to a computing science teacher”.—[Official Report, Education, Children and Young People Committee, 29 May 2024; c 8.]
When pupils do not have access to a science teacher, the minister cannot state that the Scottish Government is currently doing enough to improve their learning outcomes to prepare them for a career in the technology sector. What will the Scottish Government do to rectify the situation?
If Ms McCall had listened to what I said, she would have heard that I said that there is more to do—I was quite clear about that. More is being done. For example, the Aberdeen university pilot, which has been launched, will help in that area. We are in no way complacent, and I have acknowledged clearly that there is more to be done in that space.
Additional Support Needs (School Estate)
To ask the Scottish Government how the needs of pupils with additional support needs are taken into account in the procurement and replacement of the school estate. (S6O-04176)
It is the statutory responsibility of local authorities to manage their school estate, and the Scottish Government expects them to focus on ensuring that, in estate planning, learning environments recognise the needs of pupils with additional support needs.
Through our £2 billion learning estate investment programme, dedicated ASN spaces will be delivered in 20 school infrastructure projects. The Scottish Government and the Scottish Futures Trust will continue to learn from LEIP projects and to seek feedback from users to help inform the design of future learning spaces to support the needs of every pupil.
It is absolutely clear that schools are being built right now without proper consideration of the promises that this Government made to future learners with additional needs.
For example, within the next year, a school in the Stirling Council area is being rebuilt. Current ASN provision is for 12 places, which, families tell me, is completely oversubscribed. The provision in the new school will, again, be for just 12 places, so that lack of ASN provision in the school building will be physically locked in for years to come.
Will the cabinet secretary review the council school building programmes to make sure that they are fit for the future, so that we do not end up repeating the mistakes of the private finance initiative schools from 20 years ago?
I am rather surprised by the issue that Mr Ruskell has raised. I am more than happy to hear a bit more about it, and we can perhaps discuss that after today’s question session.
The learning estate and investment programme is helping to deliver additionality across Scotland to improve the quality of our school estate. A number of projects across the country have dedicated ASN school projects. The decision about school design is ultimately a matter for local authorities, and the member has mentioned a school in his region today.
This issue was also addressed at the Education, Children and Young People Committee last year. At that time, engagement with the Scottish Futures Trust confirmed that we had in place a 10-step plan, which included, as we set out in our response to the committee, a number of different areas in which we were going to strengthen work on ASN provision.
More broadly, as we have already been doing, the Scottish Futures Trust and the Scottish Government will continue to meet and engage with stakeholders—for example, the cross-party group on autism, in September—to ensure that we learn lessons.
Although I am surprised by the issue that Mr Ruskell raised today, I am happy to hear more on the detail of it and see whether Scottish Government officials might be able to provide further support. It is essential that, in improving Scotland’s school estate, the totality of Scotland’s pupil population, including those with an identified additional support need, have the building that is right—
Thank you, cabinet secretary. I am keen to get a supplementary question from Martin Whitfield.
Perhaps the answer lies in the 2018 Scottish Government-published report on the consultation exercise that looked at updating the School Premises (General Requirements and Standards) (Scotland) Regulations 1967, which included the requirement to look at ASN provision. What has happened to that legislation since 2018?
I thank Mr Whitfield for his interest in the issue. Consultation has previously been undertaken in relation to the regulations. My officials are about to provide me with further advice to that end, and I will write to the member with an update.
That concludes portfolio questions on education and skills. There will be a short pause before we move on to the next item of business, to allow front-bench teams to change position, should they so wish.
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