Seòmar agus comataidhean

Marine Scotland – Licensing Operations Team requested advice from Marine Scotland Science ("MSS") and NatureScot on the reports provided by Seagreen Wind Energy Limited. MSS and NatureScot advised on the specifics of the noise monitoring carried out in respect of each clearance event with reference to National Physical Laboratory guidance; the mitigation implemented to reduce impacts to marine mammals and lessons learned that could be applied to future campaigns. Due to the small number of unexploded ordnance to be cleared, NatureScot advised that overall impacts from the clearance activity in terms of exposure to noise and behavioural disturbance were lower than predicted and well within the scope of the assessment submitted in support of the licence applications.

When determining applications for marine and European Protected Species licences in respect of unexploded ordnance clearance, Marine Scotland – Licensing Operations Team (“MS-LOT”) includes conditions on the licences to control the methods, as well as conditions which require the licensee to provide reports with specific detail on the methods used. When the reports are submitted, MS-LOT then reviews the reports against the conditions to understand whether the activity has been conducted in accordance with the licences.

On receipt of the reports submitted by Seagreen Wind Energy Limited as requirements of its marine and European Protected Species licences in respect of unexploded ordnance clearance, Marine Scotland – Licensing Operations Team (“MS-LOT”) sought advice on the reports from NatureScot, the statutory nature conservation body, and Marine Scotland Science which provides internal scientific advice to MS-LOT. No concerns were raised as regards the craters identified within the reports.

The Education (Additional Support for Learning) Act 2004 (as amended) requires education authorities to identify, provide for and to review the additional support needs of their pupils, including those from armed forces and veterans’ families. Local authorities are supported to carry out their duties under the Act by the statutory Supporting Learners’ Code of Practice, which provides guidance to education authorities and schools on their duties under the Act.

The Scottish Government and COSLA published our joint national response to the independently chaired review of implementation of additional support for learning in October 2020. The joint action plan sets out the measures we will take to implement her recommendations.

We published an updated action and progress report on 1 st November 2021. The action plan and governance arrangements for this work are available from: Additional support for learning action plan: progress report - gov.scot (www.gov.scot)

Local authorities should consider these recommendations as part of implementation of additional support for learning policy locally.

In addition, the Scottish Government chairs the Scottish Armed Forces Education Support Group (SAFESG). This group takes a strategic approach to supporting the issues affecting children armed forces children and young people, working closely with Education Scotland, the Ministry of Defence, Tri-Service reps and third sector partners.

We also recently provided £50,000 of funding to continue the ADES National Transitions Officer (NTO). The NTO plays a key a role in supporting schools and school leaders, particularly through the Service Pupil Champions and head teacher’s networks. These networks enable the sharing of information and best practice among all local authorities, to improve the support offered to children and young people from armed forces and veterans’ families.

As the independent review of Additional Support for Learning (ASL) made clear, all teachers have a central role in assessing and supporting all children with additional support needs, including those from armed forces and veterans’ families.

Although the Scottish Government cannot mandate content for Initial Teacher Education (ITE) courses, as part of our jointly agreed ASL Action Plan, we have taken a number of actions to support the training and professional development of teachers:

• In 2021, the GTCS refreshed both the professional standards and the standards for ITE providers to make explicit reference to Additional Support Needs throughout.
• In June this year, the Scottish Universities Inclusion Group published an updated edition of the National Framework for Inclusion . This reflective tool supports both student and qualified teachers to continue developing their inclusive practice.
• Education Scotland, working collaboratively with the ADES National Transitions Officer and Forces Children Scotland, developed a professional learning resource – Supporting Armed Forces Families . This resource provides information about deployment, mobility, transitions and the impacts these can have on children from Armed Forces families.

As part of our ongoing work to implement the ASL Action Plan, we will continue to support the training and professional development of teachers in developing inclusive practice which supports all learners.

Further, the statutory Code of Practice on Additional Support for Learning which provides guidance to education authorities on their duties under the Act, makes clear that children of parents in the Armed Forces may have additional support needs.

I refer the member to the answer to question S6W-09748 on 27 July 2022. All answers to written Parliamentary Questions are available on the Parliament's website, the search facility for which can be found at https://www.parliament.scot/chamber-and-committees/written-questions-and-answers .

As our joint ASL action plan shows, the Scottish Government, COSLA and the Association of Directors of Education (ADES) are committed to including and involving children and young people in policy development, including those from armed forces and veteran’s families.

This includes publication last year of the vision statement for success for children and young people with additional support needs which was created by young people from the Young Ambassadors for Inclusion network with the support of ASLIG.

Work is also progressing to develop a measurement framework, seeking to value and increase visibility of the diverse achievements that young people achieve and develop a mechanism to ensure that these are fully recognised and celebrated.

We are working closely with the ADES National Transitions Officer, Forces Families Federations and other third sector partners to ensure that the children and young people from armed forces and veterans’ families are included in this on-going work.

We have also provided funding to Forces Children Scotland through this year’s Scottish Veterans Fund. This will support their Mindful Connections work exploring the lived experiences of veterans’ families, including children and young people, with the aim of enhancing their transition into civilian life and integration into communities.

We will engage with a wide range of stakeholders, such as the Armed Forces Families Federations, the Association of Directors of Education in Scotland, Forces Children Scotland and the Napier University’s Centre for Military Research, Education and Public Engagement, as well as schools and local authorities to ensure that the views and needs of children and young people from Armed Forces and veterans families are taken into account in development of future versions of the UK-wide Strategy For Our Veterans as well as our own Veterans Strategy Action Plan. We intend to publish imminently our latest Strategy Action Plan, during the development of which we engaged with the Families Federations.

Approaches to address the specific needs of the children of serving families are currently being considered through the work being undertaken jointly by the UK Government, Devolved Administrations and third sector on the development and implementation of the Ministry of Defence’s Families Strategy.

Since the answer to question S6W-08638, the Scottish Breast Screening Programme has continued work towards the restart of self-referrals for those over 71, and these are on-track to recommence by Autumn 2022.

Commencement will be done in a careful, phased way to ensure that it does not unduly impact screening on the eligible cohort of 50-70, for whom the benefits of breast screening are clear.

I will update parliament with further details on the plans in the coming weeks.

I refer the member to the answer to question S6W-09235 on 18 July 2022. All answers to written Parliamentary Questions are available on the Parliament's website, the search facility for which can be found at https://www.parliament.scot/chamber-and-committees/written-questions-and-answers .