Seòmar agus comataidhean

We have made an important change in recognition that poverty exists in every area of Scotland. It is very important that we look at the role of local authorities, work with them and provide them with additional support to undertake their work. The Government recognises that there is variation within and between local authorities. One of the reasons behind the introduction of the stretch aims is to tackle the unwarranted variation between local authorities. We hope that the transparent mechanism that we are putting into the system will give a clear understanding of local ambitions.

We are clear that we need to reduce that unwarranted variation. With the support of Education Scotland, we will provide constructive challenge and support to all local authorities to ensure that they are ambitious in what they develop. We know that there is variation in outcomes between local authorities; that is often talked about. The collaborative work that local authorities are doing with Education Scotland will assist with some of that, but we know that we have more to do to tackle unwarranted variation.

I will not dictate how Dundee City Council or any other local authority should deal with education. It is for local authorities to do that. You received evidence—not just from one of the four directors of education in front of the committee, but from others—about the fact that there is a holistic approach to funding, that local authorities will make decisions in that regard and that a headteacher can use pupil equity funding if they wish to do so, following the local authority’s decisions.

Actually, 59 per cent of children in relative poverty live outside the challenge authorities. If we continued to use the previous formula, we would be ignoring the 59 per cent of children in relative poverty who are in other parts of Scotland.

The Institute for Fiscal Studies has calculated that school spending per pupil is higher in Scotland than it is elsewhere in the United Kingdom. Spending is also 15.6 per cent higher in real terms than it was in 2014-15, so we have supported education—

If you would let me—

The important areas that we are looking at are the measures in the national improvement framework. We are consulting on those measures to ensure that the right data is being collected and that we are collecting material that is useful to Government and to teachers.

For example, the stretch aims that are coming out from local government will look at the core areas of numeracy and literacy, but it is a core plus model, which means that local authorities are also asked to look at the wider areas around health and wellbeing so that we can determine the impact not just on attainment but on other parts of children and young people’s progress. I will bring in Graeme Logan to talk about the dashboard that is published and the information in that.

It is one of the best ways of closing the attainment gap. Tackling poverty is the other aspect that is recognised in our refreshed mission. Yes, it is about teaching and learning, but we have adapted the mission to recognise the overall impact of societal poverty.

Yes. Teaching is an integral part of that.

A publication was produced by Education Scotland at around the same time as we launched the refresh. Forgive me—I cannot remember the name of the publication, but the point of it was to look at lessons learned, good practice and so on. Obviously, that happens in Education Scotland, and the national hub also looks at and discusses good practice.

You mentioned the west of Scotland. Every local authority is covered by a RIC, and they are important places for collaboration as well. The RICs are perhaps a part of the system that does not get much discussion. It is perhaps understandable that national Government, its agencies and local government get more attention, but the RICs form an important part of the information sharing and collaborative working. That was absolutely the intent when the RICs were established.

As well as the work that I have mentioned by Education Scotland, we have the 32 attainment advisers—one for each local authority—who are there to advise. They are aware of what is happening right across Scotland and they can relate that. There are also events that go on.

I refer back to the point that I made about the support that Education Scotland can provide to every local authority and indeed directly to schools. It can take the knowledge that has been gathered and disseminate it to headteachers.

It has been good to hear headteachers say—I hope that this is, in part, because of the work of the RICs and Education Scotland—that they feel confident and that they are in a place to be able to implement policies using PEF that they feel will make a difference. They are aware of the policies and they feel confident that they can take them forward. I think that I mentioned that in my introductory remarks, so I will not go through the specific stats on that.

The final part of the collaborative work that is being done is the work by Education Scotland and different local authorities on collaborative improvement. A number of local authorities have been through that process, and every local authority will go through it. The work is being done in close conjunction with the Association of Directors of Education in Scotland to make sure that there is continuous improvement in learning.

One of the areas that we are very keen to look at in the refreshed challenge is the wider impact of poverty. However, on teaching and learning, one of the key lessons that we learned from the first iteration of this funding, and which we very much hold dear, is the importance of the PEF going directly to schools and having an empowered system so that schools can determine how the £520 million in this refreshed package will be felt. Teachers and their role have a very important place in the system.