Seòmar agus comataidhean

Thank you for your excellent answers, because you are giving us plenty to think about.

When the tribunal is determining placing requests, is assessing and considering the costs to local authorities part of your consideration and, if so, how?

Effectively, therefore, the tribunal is there for the rights and benefits of the child—that is what you are working on.

That is excellent—thank you.

I thank the panel for the breadth and depth of their replies. I will give you a bit of a breadth-and-depth opportunity, if you like. In 2019, the Scottish Government published guidance on the presumption to provide education in a mainstream setting. Given the tight financial situation that the public sector in Scotland faces, where might any additional resource have the most impact in supporting outcomes for pupils with additional support needs?

Obviously, everybody would want to avoid disputes and all that sort of thing.

I suppose that such provision of information about why their children are in the situation in which they are being educated and a bit more bringing of parents and carers on board would avoid having to take things to that advanced position.

I was going to be taking over your seat anyway. [Laughter.] I am sorry—carry on.

That is very helpful. Thank you very much.

I thank all our guests. We have covered parental involvement and engagement to some extent, but it is an important factor. How are parents and carers of pupils with complex needs encouraged to be involved in discussions about their children’s education, and what is required to ensure that that works well? How do people work together to bring that about? How are pupils informed about their rights to support, dispute resolution and legal remedies, such as tribunals—if things go that far? Obviously, people want to avoid going to tribunal. Where there are queries, how are parents informed about what to do next and what can most benefit their children?

I suppose that Matthew Cavanagh has a comment on that.