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The Scottish Government has already published the estimated financial contribution made to public spending by the voluntary Ministerial pay freeze since it was established on 1 April 2009. Between 1 April 2009 and 31 March 2025, Ministers made an estimated £2.2 million available for public spending from their own pay packets. This is public funding that would not have been available had Ministers not voluntarily decided to return a proportion of their pay. In 2024-25, Ministerial pay was 30.4% below where it would otherwise have been. From 1 April 2025, the MSP element of the pay of all Ministers except the First Minister was equalised with that of all other MSPs, while the freeze on the Ministerial element of their pay continues for a seventeenth consecutive year. In 2025-26, Ministers will make an estimated £166,000 available for public spending from their own pay packets and, as such, public funds this year will again be higher than they would have been without the pay freeze. This is the point that the Minister for Social Care, Mental Wellbeing and Sport was making.

A total of £2,826,472.75 over two years has been allocated to the University of Strathclyde (who submitted a bid in partnership with the Coalition of Racial Equality and Rights) to host and support the Anti-Racism Observatory for Scotland.

Statistics on 'additional support needs teachers’ are published in the teacher census supplementary statistics. This is available on the Scottish government website here Teacher census supplementary statistics - gov.scot (www.gov.scot).

In addition, statistics on school support staff are also published on the Scottish Government website and are available here School support staff statistics - gov.scot (www.gov.scot).

Spending on additional support for learning by local authorities reached a record high of over £1 billion in the last financial year. This year, in addition to that spend, the 2025-26 budget provides £29m investment for additional support for learning. This will support the recruitment retention and training of the ASN workforce at a local level, and will help to enhance professional learning on inclusion for all teachers, at all stages of their careers.

Four organisations submitted a tender to host the Anti-Racism Observatory for Scotland:

1.Edinburgh Innovations Ltd and University of Edinburgh

2.Impact Funding Partners

3.University Court University of Glasgow

4.University of Strathclyde

The bids were evaluated in line with standard procurement processes.

The bid received from the University of Strathclyde, in partnership with the Coalition for Racial Equality and Rights, outlined that the Observatory would be hosted at the University of Strathclyde.

The Scottish Government remains committed to reducing class contact time, and we will continue to explore with COSLA and the teacher unions, through the Scottish Negotiating Committee for Teachers (SNCT), how best to deliver this commitment.

Local Government are also undertaking local scoping and modelling work to inform delivery of this commitment. This work is scheduled to be completed by summer 2025.

The intention behind the Education (Additional Support for Learning) (Scotland) Act 2004 is that we have an inclusive approach to Education with a needs-led approach in Scotland.

The Scottish Government remains committed to the inclusive approach to meeting the needs of all young people, in-line with the principles of Getting it Right for Every Child.

The nature of ASN is individual to each child or young person, highly varied, and encompasses a wide range of needs; therefore, some variation should be expected in how this is reported. All children and young people with identified needs which require additional support are entitled to this, they do not require a diagnosis to receive this.

The Audit Scotland review into ASL recommended that the Scottish Government and councils fundamentally evaluate, both nationally and locally, how ASL is planned for, funded and staffed as part of core education provision.

In partnership with our local authority colleagues, we are giving careful consideration to the recommendations set out within the briefing and I am meeting with the Auditor General in the coming weeks to discuss in more detail.

The Scottish Government commissioned Pupil projections and implications for teacher resourcing needs: education workforce modelling and research, which was published on 7 May 2024. This independent research has informed our engagement with partners on the commitment to reduce class-contact time for teachers.

Local Government are also undertaking local scoping and modelling work to inform delivery of this commitment. This work is scheduled to be completed by summer 2025.

Implementation of the reduction of class contact time requires agreement through the Scottish Negotiating Committee for Teachers (SNCT).

The Scottish Government remains committed to reducing class contact time, and we will continue to work with COSLA and the teacher unions, through the SNCT to agree our approach to delivering this important commitment at pace.

The Scottish Government takes the safety of the public very seriously. Sex offender notification requirements apply to an individual, irrespective of what name they use, and Multi-Agency Public Protection Arrangements documentation includes the recording of any aliases. Sex offenders must inform the police of a name change within three days and failure to notify such a change can result in a prison sentence.

We are aware that the Crime and Policing Bill, recently introduced to the UK Parliament, contains legislative change in this area. A Legislative Consent Memorandum (LCM) was lodged on 16 May 2025 recommending that the Scottish Parliament consents to the legislative provisions around sex offender management contained in the Bill. We await the outcome of the Parliamentary process which will determine whether or not consent is given to the provisions.

While the percentage of school leavers in S4 remains unchanged in 2023-24 from the previous year at 14.4%, we acknowledge the importance of understanding the factors influencing early school leaving.

After a rise last year, the Scottish Government have been exploring with partners factors influencing young people deciding to leave school at S4. These include the ongoing impact of the COVID-19 pandemic, the cost of living crisis, and also an increase in availability of entry-level jobs.

We are continuing to work with our partners to find ways to support young people to stay in learning.

Scotland continues to demonstrate strong participation in education among 15–19-year-olds, as recognised by the OECD, with over half of pupils (57.1%) leaving school at S6.