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Maybe we can move on to reflections from ADES. Does Carrie Lindsay or Douglas Hutchison want to come in?

Thank you and good morning.

I would like to talk about teaching and other staffing costs. Kirsty Flanagan mentioned protecting teacher numbers. We have spoken before in the committee about the situation in which pupil rolls are falling in some local authority areas, yet they are expected to maintain teacher numbers. My local authority has also lost attainment challenge funding, which adds additional pressure. Can you speak a little bit about the opportunity costs of having to maintain teacher numbers and what that looks like for children and young people in schools where that is the case?

Forgive me, Fiona: I tried to catch your eye, but I did not manage to. That sounds really positive, but, as I can feel the convener’s eyeballs on me, can we move to engagement? You have given some good examples of direct communication. Let us talk about engagement.

I am sorry, but I am going to interrupt.

I accept that it may be because of the way that I am asking the question, but I do not feel that I am getting an answer. I do not know whether that is reflective of the communication style of the organisation.

The committee understands that.

I thank the panel for its evidence so far.

I want to ask about the SQA’s communication with the profession and young people. There has been a bit of a theme of criticism about that. In the past, the committee has heard the SQA described as an “unlistening and distant organisation.” I see that the SQA’s position is that it involves teachers and that teachers are integral to its work. I note from your submission that you

“are committed to incorporating the perspectives and experiences of teaching professionals and learners in our decision-making process.”

You also say that you have “a refreshed engagement programme”. Can you give us a bit more detail about that? Specifically, if I were a teacher or a learner involved in that process, how would I know that the SQA is listening, responding and reflecting back the diversity of views that are out there?

Let me jump in again. I am sorry—I am at risk of being rude. I am reflecting on a response that was given to Ross Greer about a decision that one section—I think that you said that it was the young learners panel—was not content with. How organisations feed back when they are not going to do what their surveyed people would like them to do is interesting. Could you speak about that decision to do something different? Apologies—I cannot remember what the decision was.

I am asking about a specific example so that you can give me quite a short answer. It is not about the wider question; I am asking about an example of how the organisation might do that.

That is helpful. Thank you.