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My final question is on child protection. Last week, the Children and Young People’s Commissioner Scotland raised the issue of there being a vacuum, or an absence of powers, in inspection, related to the child protection powers that local authorities and schools have with regard to removal of teachers. The General Teaching Council for Scotland has a function in respect of individual teachers, but there is concern that the system that is operated by local authorities and schools is not sufficient and that it is not inspected. Do you have a view on that?

No. Basically, the GTCS regulates individual teachers, as you know.

I have a few questions on accreditation. Fiona Robertson from the SQA indicated that if it was felt necessary, for integrity, that the accreditation function be removed from the new qualifications Scotland, that should be considered. It has been mentioned that perhaps the Scottish Credit and Qualifications Framework, or even the inspectorate, could be a home for that. What have you considered?

I will come back to that. My question is more about where accreditation is placed. Why did you decide not to move it?

I think that that has changed. There is a growing consensus that separation would bring confidence.

Let me just park that. However, I think that there is consensus on the matter. Even Fiona Robertson acknowledged that, perhaps for confidence purposes, it could be considered.

I would agree.

You are right that there is a gap. I have heard from the General Teaching Council for Scotland and others who have expressed concerns that no one is looking at that issue as a whole or checking processes from the local authority perspective. Obviously, the GTCS is not really qualified, as it regulates individual members. I agree that the bill could present an opportunity to address that gap.

You have all talked quite naturally about involvement. I was trying to tease out whether there is any tension with the desire of the trade unions to change the method of inspection, because what you want is an understanding that, if there is a problem, it is being dealt with. Is there a tension between you and the unions on that?

The final aspect of all of that is how things are communicated to parents. Not every parent will be actively engaged in the detail of every part of the school, so how are issues communicated in a way that is clear but also protects the institution from being overly criticised by people who do not have the necessary degree and depth of knowledge? How do we make sure that that balance is maintained?