Official Report 1092KB pdf
Education and Skills
Good afternoon. The next item of business this afternoon is portfolio question time, and the portfolio today is education and skills. As ever, I would appreciate succinct questions, with responses to match, to get in as many members as possible.
Supply Teachers
To ask the Scottish Government how it is engaging with local authorities to enable supply teachers to work in and across a number of different local authority areas. (S6O-04274)
Supply teachers have flexibility over the work that they choose to do, in line with the Scottish Negotiating Committee for Teachers’ code of practice on short-term supply, and they may add themselves to multiple local authority supply lists, as they see fit. Supply teaching is an important way for teachers to work flexibly and according to their individual needs, when they choose to do so.
The Scottish Government is also providing local authorities with £186.5 million next year to restore overall teacher numbers across the country to 2023 levels.
I am grateful for that answer, and I appreciate that much of the matter is for local authorities.
Some of the casework that I have received from constituents who are supply teachers indicates that they are struggling to access opportunities in neighbouring local authorities. Schools also sometimes struggle to get supply teachers from other local authorities, including across the various Lothians local authorities. That has made it challenging for schools to get supply teachers, on occasion. Would there be any convening power or other engagement that the Scottish Government could have to improve systems and co-ordination in order to better marry supply with demand, in particular between neighbouring and nearby local authorities?
Ben Macpherson has raised an interesting point. He outlined that responsibility as the employer rests with local authorities, but there is a role for the Government in terms of a convening power. I am pleased that, through our new agreement with local government through the budget process, we have been able to get agreement with the Convention of Scottish Local Authorities on a new education assurance board. I will be keen to raise the issue there.
More broadly, the differing approaches to employment that are taken by local authorities can create challenges for teachers who are looking to obtain employment via the supply list. I will certainly take that matter to the education assurance board, because it is worth considering at national level.
The reality is that teachers are being left somewhat in limbo. I have said much about that in the Parliament, so I will not repeat it.
However, I will explain what teachers are saying. One has said that they are now
“stuck on supply and have lost hope of ever getting another temp contract”.
Another, with five to eight years of experience, has said:
“I have worked in 3 councils in Scotland and have never had anything more than a Fixed Term Contract ... In this session 24/25 I didn’t get anything until the 3rd week of the term”
and
“I would love to have a bit of security, even just for a year again so I can save some money”.
Those are the experiences of teachers who are working in supply today. Will the cabinet secretary now admit that workforce planning in education is not working? What will she do to turn that around?
I thank Pam Duncan-Glancy for her interest in the matter. The workforce planning is informed by modelling by our universities, which give advice to the Government and local authorities. That is undertaken every year at the national level.
It is also worth recounting that, in 2023, we reduced the numbers in teacher training. I have on my desk advice to that end for the next financial year. I am not going to give that confirmation today in the Parliament, but it is important that we train the right number of teachers.
The other thing to be mindful of is that some teachers opt to take supply roles, and we need to be mindful of the choice that is inherent in that. For example, some teachers want to stay in the central belt, where there are fewer permanent posts than there might be in other parts of the country. That might be because they are not, for good reason, able to move for those posts. Since 2014, the number of permanent posts has remained relatively stable, at approximately 80 per cent.
I accept that there is a challenge here, and I am keen to work with local authority partners on how we resolve it. Pam Duncan-Glancy will recognise the additionality that the Government has provided in the budget, which will go some way towards giving local authorities certainty to create more permanent posts, and I look forward to working with them on the assurance group that I mentioned in my earlier response to the previous question.
The workforce planning has been dreadful for years, and the result is that there are thousands of teachers out there who just cannot get permanent work. Sometimes they are waiting on short-term contracts for up to seven years.
When will the Government get on top of workforce planning to ensure that the current situation is not repeated, so that we get the right teachers in the right places? There are some places that have shortages in key subjects. When will we get the balance and the workforce planning right?
I do not necessarily agree with Mr Rennie’s assertions about workforce planning. It is not the responsibility only of the Government, but of local authorities. Every year, we undertake consultation in partnership with key stakeholders—including universities, as I mentioned—through the teacher workforce planning advisory group.
I talked about the reduction in intake measures in recent years. I am currently considering advice on that. However, it is hugely important that we work with local authorities on areas where there are gaps.
I remind Willie Rennie of a point that I have made in the chamber previously. Since the pandemic, we have seen far fewer teachers opting to tick the preference waiver payment box, which incentivises teachers to go anywhere in the country by giving them an up-front payment of £8,000. Fewer teachers are opting to move around the country—that creates challenges. Such challenges exist not only in education but in health and other parts of our public services. We need to work with local authorities to solve them, and the new assurance group gives us an opportunity to do that.
Reading and Access to Books (Children and Young People)
To ask the Scottish Government what discussions the education secretary has had with ministerial colleagues regarding action to improve access to books for, and encourage reading by, children and young people. (S6O-04275)
I engage with ministerial colleagues on a wide range of matters. In relation to access to books and support for reading, we have a shared interest and responsibility across the education, local government and culture portfolios.
Thanks to that joint working, the Government has funded a large number of initiatives, of which Mr Briggs will be aware, including “Every child a library member”, “Bookbug”, “Read, write, count with the First Minister”, the “Reading schools” initiative and national schemes to promote both public and school libraries in partnership with the Scottish Library and Information Council.
I recently visited Craiglockhart primary school to see its free school library, which operates outside the school, 365 days a year, 24 hours a day, where children can help themselves to books, parents can give used books and the whole school community can access them. It is a great example of a children’s free library.
Has the cabinet secretary had any engagement with the Convention of Scottish Local Authorities to make sure that every primary school across Scotland could have one of those built outside their school?
Miles Briggs has raised an important point about school library provision. In my work as education secretary, I go in and out of schools almost weekly and I see the power of strong school libraries. Mr Briggs spoke about the importance of their being open to the community. We provide funding through the school library improvement fund, which has provided additionality since 2017. In the past year, 17 schools have received shares of that investment to promote reading and to help to raise attainment.
I will take back to my officials the matter that Mr Briggs has raised about our engagement with COSLA. The new assurance board that I mentioned in my previous responses gives us an opportunity to raise that point, which I think is very worth while to pursue.
The investments that the Scottish Government has made are clearly having an impact. With that in mind, what do the newest statistics, which were released in December, show about the level of literacy in Scotland’s schools?
The curriculum for excellence levels that were published last year show some real improvement. They show record levels of achievement in literacy in Scotland’s primary and secondary schools, which I hope members across the Parliament will welcome. The statistics showed that 74 per cent of primary school pupils and 88 per cent of secondary school pupils achieved the expected curriculum for excellence levels for literacy—the highest figures on record.
They also show that the poverty-related attainment gap in literacy is the lowest on record. Although we recognise that there is still work to be done, I am grateful for the opportunity to acknowledge the progress that is being made. It is a testament to the hard work that being done by our teachers, schools, pupils and families, as well to as the investments and policies of the Government.
Colleges Scotland (Budgets)
To ask the Scottish Government what its response is to reported concerns raised by Colleges Scotland that the role of colleges is being damaged by relentlessly falling budgets. (S6O-04276)
The draft budget increases resource funding to colleges. Although we have not gone as far as the sector would have liked us to go, it is important to view that in the context of our other support. For example, I recently released an additional £13.4 million of resource funding into the sector to provide support with maintenance needs this financial year—which was a specific ask of the sector. Additionally, this week, we have agreed to invest a further £3.5 million in colleges through targeted support for skills in social care and offshore wind.
The Scottish Funding Council has also delivered on various asks from the sector to help to invest funds more flexibly, including by giving colleges a more flexible way to invest in vital changes to curriculums so that they can meet local and national skills needs.
Borders College recently wrote to MSPs to highlight the fact that it has had to cut student activity levels, reduce modern apprenticeships and turn away students who have applied for important subjects, such as construction and engineering, because of cuts in college funding. It has also had to reduce upskilling opportunities due to
“the ... removal of the Flexible Workforce Development Fund”
and has warned that
“in line with many other colleges, Borders College will see increased financial deficits in the coming years.”
If our college sector is being properly funded, as the minister seems to imply, why is it that Borders College, Audit Scotland and Colleges Scotland are saying something different?
I have said many times in the chamber that I wish that we were in a stronger position to provide more funding for the colleges. The point that I am making is that there was, for example, a £50 million increase in resource provided to the colleges between 2019 and 2020 but, in that period, inflation peaked at 10 per cent, so there is a challenging situation.
As a director of the committee, I make the point that we have to view all that alongside the group’s work and the considerable progress that is being made there including—just this week—agreement to the means of taking forward measures at pace to assist the sector to deliver and become more sustainable. As the First Minister has identified previously, that includes accessing budget lines that do not necessarily sit in the education portfolio.
The minister knows well that potentially 5,000 new highly skilled engineering jobs could come to the Prestwick cluster through XLCC. One of the deciding factors will be access to a skilled workforce, because XLCC will go elsewhere if that is not available. We have a need and we have the excellent Ayrshire College that can deliver targeted investment in apprenticeships. Will the Scottish Government support Ayrshire College to deliver those 5,000 well-paid jobs for the Scottish workforce, or would it prefer that the tax take and economic growth went outside Scotland?
I have a sense of déjà vu because we rehearsed that argument in the chamber only a few moments ago. I am very much aware of the opportunities that exist at Ayrshire College, and we will continue conversations with it. As I said a little while ago, and as I gently say again to Mr Whittle and the Conservatives, they cannot come here and call for additional investment and support in colleges specifically in their areas at the same time as they demand £1 billion in tax cuts, which would take money out of the public purse. We cannot square that circle, contrary to what Mr Whittle suggested this morning.
Does the minister agree that the UK Government’s employer national insurance contribution hike is unnecessarily lumping significant additional pressure on Scotland’s colleges? Can he confirm whether the UK Government is intending to cover those costs, given that colleges in England are to be supported?
I hear comments from the Labour side of the chamber. I hope that those members will listen to what I will say.
There is absolutely no doubt that the UK Government’s decision is putting more pressure on colleges. The hike in employer national insurance contributions is a significant additional burden on our colleges. I was reminded of that only yesterday in the tripartite group, where Colleges Scotland clearly expressed its concerns about the impact of the hike. It is absolutely essential that the UK Government honour its obligations to protect the public sector and ensure that there are no unintended consequences for colleges.
Forces Children Scotland
To ask the Scottish Government when it last met Forces Children Scotland. (S6O-04277)
The Minister for Children and Young People met Forces Children Scotland and a group of children and young people from armed forces families on 24 September. For my part, as Minister for Veterans, I recognise the important work that Forces Children Scotland does to support children and young people from families of serving personnel, reservists and veterans to reach their potential and thrive. That includes the work that Forces Children Scotland does collaboratively across sectors to drive improvements in support that reflect the unique challenges that those children and young people face.
I am grateful to the minister for that answer, particularly for his mention of the unique challenges that forces children face. I have been approached by a constituent, who was occasioned to have to move address and general practice surgery—within the same health authority—only to discover that she had lost her place in the waiting list for treatment. I was given to understand that that would not happen. Will the minister comment on that situation and on what is being done to ensure that our forces children get the treatment that they deserve, when they deserve it, irrespective of where they are moved to, which is outwith their control?
I welcome Martin Whitfield’s on-going interest in the subject, which I think he raised with me in the veterans debate that was held late last year.
It is our intention and expectation that armed forces family members should retain their relative places on waiting lists when they relocate within Scotland and from elsewhere in the United Kingdom. My officials have been working with partners, and with Scottish Government mental health leads, for example, to further understand why that might not be happening, as well as the scale of the problem, which is just as important. That will enable us to work with health boards to resolve any issues and with our service family stakeholders to manage expectations where that is appropriate.
To offer Mr Whitfield further reassurance, my officials will utilise their regular engagement with the families federations to ensure that our understanding of what is happening is consistent with the lived experience of serving families in Scotland, whether that relates to mental health services or anything else. I will be happy to update him on that work.
It is important that the Scottish Government hears directly from armed forces and veterans families to understand the issues that children and young people in such families face. What role can the Scottish armed forces education support group play? When did the group last meet?
The group, which is chaired by the Scottish Government, is made up of a variety of stakeholders, including representatives of the navy, the army and the air force, all of whom champion the needs of services children and young people in education. The group works collaboratively to identify and mitigate issues that affect children and young people from such families, and it actively seeks out and includes the lived experiences of such children and young people in its work. In that way, the group is helping to improve the experience of services children and their families in Scottish schools.
The group last met on 4 December 2024 and is due to meet again in March 2025. If, as Mr Whitfield has said, issues have been identified to which the group might not be alive, I would like to hear about those so that we can share them.
A high number of military families have children in the independent school sector in Scotland. What discussions has the Scottish Government had on the impact of the UK Government’s introduction of VAT on school fees, and on this week’s news that the UK Government will also put VAT on school meals for those children?
The member will be aware that although I have responsibility for veterans I do not have responsibility for schools. I will write to him with a detailed response.
Mental Health Support in Schools
To ask the Scottish Government how it is collaborating with third sector organisations regarding the provision of mental health, wellbeing and emotional support in schools. (S6O-04278)
Every child and young person should be able to access support for their mental health where and when they need it. The Scottish Government provides £16 million per year to local authorities to ensure that all pupils aged 10 and above have access to a school counsellor. It is for local authorities to determine how they deliver school counselling in their areas. For example, some authorities fund third sector organisations to deliver that service. The Scottish Government also provides pupil equity funding directly to schools. Many schools fund third sector organisations to support the mental health and wellbeing of their pupils.
Next week marks children’s mental health week, which is spearheaded by Place2Be. The theme is “Know yourself, grow yourself”, which is about encouraging children and young people across the United Kingdom to embrace self-awareness and explore what that means for them. The Scottish Government’s failure to address the child and adolescent mental health services crisis has only exacerbated the issues that our children face, with thousands now waiting long periods for treatment after diagnosis.
As has already been stated, headteachers across Scotland use PEF to provide mental health and wellbeing support in their schools. However, Place2Be is concerned that such funding has an uncertain future. Will the cabinet secretary commit to considering how best we can continue to fund wellbeing support so that we can raise attainment and deal with the mental health crisis in our schools?
I am happy to give that commitment today. I am somewhat surprised by the member’s assertion about the organisation that she named. Place2Be has previously received significant Government funding to provide mental health support to Scotland’s trainee teachers. The member might be aware of that programme, which operates through some of our universities. It has been transformational in providing mental health and wellbeing support to trainee teachers.
The member alluded to the use of PEF, which I mentioned in my first answer. However, that is additional funding that comes from the Government and goes directly to headteachers to empower them to invest, for example, in mental health treatment in their schools. A number of schools across the country do so, and there is also the funding that I alluded to in my original answer. I will be more than happy to engage with the member on the issue and with the organisation in question, but it is worth while recounting the significant investment that has come from the Government for mental health services in our schools.
Pupils with Additional Support Needs (Support)
To ask the Scottish Government how it is working to improve access to support for pupils with additional support needs, including access to speech and language therapists. (S6O-04279)
Our additional support for learning action plan is being delivered in partnership with the Convention of Scottish Local Authorities, the Association of Directors of Education in Scotland and our education partners to improve access to the support that children and young people with additional support needs require in order to reach their full potential.
We recognise the importance of language development and are investing to support early intervention in speech, language and communication, including through the national early language and communication team, which is made up of seven senior speech and language therapists who have been seconded to Education Scotland. That team is working locally and nationally to support improved outcomes in early language and communication development for children.
Research shows that there are higher levels of disruptive behaviour among children who have been identified as having communication needs, while demand for speech and language services has increased since the pandemic. The most recent data shows that there is a 17 per cent vacancy rate for speech and language therapists, and that waiting times are reaching years.
Given the on-going issues with behaviour in schools, how is the Scottish Government increasing the supply of speech and language therapists?
I thank the member for his interest. He raises an important point about the role of specialists in our schools, which is why the Government’s budget provides an extra £29 million to local authorities specifically for such additionality. We are looking at how we can provide more funding to local authorities for specialist provision, including for speech and language therapists.
The member asked about the national picture in relation to speech and language therapists. NHS Scotland’s speech and language therapist workforce has increased by 6.7 per cent over the past decade. I hope that he welcomes that improvement.
However, I recognise the on-going challenge. It is worth recounting, again, the changes that we have seen in some of our youngest citizens post the pandemic. I have engaged with a number of early learning and childcare facilities on the issue, and I know that the Minister for Children, Young People and The Promise does so regularly.
A number of different approaches are being taken at local level. I recently visited Balmullo nursery in Fife, where the local authority is using a variety of approaches to upskill the nursery staff in relation to speech and language. Therefore, the support that is provided need not necessarily involve the provision of speech and language therapists; it can include the provision of support to upskill staff in our ELC facilities.
The extra investment in the budget will help to support that work, and I hope that the member will reconsider his party’s position on backing the budget.
Question 7 comes from Bob Doris, who joins us remotely.
Religious Diversity (Schools)
To ask the Scottish Government how schools promote an understanding of, and respect for, religious diversity. (S6O-04280)
The Scottish Government is committed to eradicating intolerance, including through our education system. That is why diversity and equality are at the heart of policies that underpin education in Scotland, such as the national guidance on uniform, and on religious and moral education.
In particular, I highlight the role that is played by our curriculum, which places a strong emphasis on supporting pupils to be responsible citizens in a tolerant and inclusive Scotland. A key example of that is the religious and moral education curriculum area, which helps pupils to understand their own beliefs, values and traditions, as well as those of others.
I recently held a round-table event in Parliament with the Scottish Hindu Foundation, which has been active in raising awareness of Hinduphobia in society. The foundation rightly believes that the education of our young people has a key preventative role to play in ensuring that future generations are tolerant and understanding of, and have respect for, all faiths, including Hinduism.
It would be helpful to know how best practice in that area is shared and delivered in Scotland’s schools. More specifically, how could the Scottish Hindu Foundation engage with our education system in a structured and constructive way to offer its insights, skills and lived experience and thereby play its part in contributing to the development of the tolerant, understanding and respectful society that we all wish to promote?
I know that Education Scotland has regular meetings with the Scottish Hindu Foundation. It also provides professional learning for teachers, which is sometimes delivered in partnership with faith and belief groups. I think that that answers the member’s question about how good practice is shared.
However, I am more than happy to ask my officials to engage further with the foundation and to consider, in particular, whether any further opportunities exist to link the foundation with work in relation to our anti-racism in education programme, as well as the package of curriculum reforms that are now well under way.
We can squeeze in question 8, as long as we have succinct questions and answers.
Borders College
To ask the Scottish Government when it last met with Borders College. (S6O-04281)
I last met with the principal of Borders College a week ago today.
I am very glad to hear it. However, I hope that the minister was given the information that Scottish National Party cuts will mean that colleges such as Borders College will have to make very stark choices. They will have to narrow their curriculum, reduce student support or close some of the subject areas, the result of which will be fewer opportunities and poorer outcomes for learners. What message can I take when I visit Borders College tomorrow to reassure it that the Scottish Government will support it so that it does not have to make those stark choices?
The purpose of last week’s meeting was to engage closely with that college and many others in looking at the most practical way forward to achieve sustainability for those colleges in the long term.
I hope that, when the member goes back to that college, she will go there wanting to be open and honest and that she will fess up and say that her party wanted to take £1 billion from public funds for tax cuts—a circle that cannot be squared, as I have twice said to Brian Whittle.
I hope the member will also recognise that the college is looking to focus on land-based courses and on hospitality, and that one of the principal reasons why we have a skills shortage in the Borders, and elsewhere in Scotland, is because of the hard Brexit that her party gave birth to.
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 those on the front benches to change position.
Air adhart
Creative Scotland (Multiyear Funding)