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I appreciate the cabinet secretary’s answer. You mentioned exceptional circumstances. We all acknowledge that there is no evidence that reducing teacher numbers would assist in reducing the poverty-related attainment gap.

We might have a case in North Ayrshire of a surplus of teachers. Perhaps the Scottish Government could look to the specific circumstances of the area—not to consider additional funding, but to ensure that we are taking a fair and consistent approach that benefits the children and schools there.

The bill asks for a minister to be assigned specific responsibility for this cohort of our citizens. I do not know whether joint responsibility is the right term, but both of you have responsibility for disabled children and young people. Why are people calling for a specific minister? If that minister was you, what would your priority be? What is the first thing that needs to be done for those children and young people?

Good morning, ministers. It is good to see you here.

I have asked this morning and in previous sessions for witnesses’ reflections on what the key barriers are at the moment to achieving better outcomes for our disabled children and young people as they leave school. We have heard reflections around resources and capacity. This morning, we have spoken a little bit about information and communication, both among practitioners and with families and the young people. Can I hear from you what you think the issues might be? Will you also say why there seems to be little progress in the area despite the pretty robust framework of legislation that we already have?

Good morning, panel. I have asked previous witnesses what the key barriers are to a good transition for our disabled children and young people, so I put that question to the whole panel. I ask you, in reflecting on that, to give me your views on what drives good practice where it happens.

Thank you. That is helpful. I am happy to hear from any other members of the panel if they have anything to add.

It sounds like the least tasty salad ever, but yes.

Is the flexibility that you are talking about to do with resource or capacity? What makes for a good, person-centred, flexible service?

I am sorry that I am focusing on you, Tracey. Does more legislation and guidance assist with being more flexible?

Okay. You spoke about the transition out of college. Do you want to say a bit more about that and about how colleges support young people?

We will talk more about that in a wee while. I ask Mike Corbett to talk about the key barriers to getting better outcomes.