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Having reviewed the information presented by local authorities, the Scottish Government has confirmed that we will not withhold funding in 2023-24 from those who did not maintain teacher numbers.

While the Scottish Government remains disappointed by the small reduction in teacher numbers, we do not consider that withholding funding at this stage in the financial year would be in the best interest of learners.

The provision of free high quality professional learning opportunities for educators in Scotland to improve support and identification for learners with dyslexia and literacy difficulties has, and continues to be an important focus area. Therefore, when the increased numbers of high quality of applications for the 2023-24 programme were received it was felt that the numbers should increase accordingly, to ensure all applications which met the entry criteria, were offered a place.

As planned, the programme capacity has increased each year. The contributing factors are the support and leadership of Dyslexia Scotland and Education Scotland and the programme’s alumni. The ongoing commitment of the programme’s alumni who choose to take part provides valuable support to the programme delivery.

The initiation of a systematic curriculum improvement cycle announced on 12 December 2023, stems from the OECD 2021 report “Scotland’s Curriculum for Excellence: Into the Future” and its specific recommendation for Scotland to "develop a systematic approach to curriculum review” which was accepted by Scottish Government.

Prior to the announcement in December, the Curriculum and Assessment Board, which includes a range of stakeholders including Education Scotland, the Association of Directors of Education in Scotland, the Educational Institute of Scotland, leading academics, and the Scottish Qualifications Authority, had already considered and offered views on a range of papers in relation to taking forward a systematic curriculum review cycle in Scotland.

This work was referenced in a letter sent by the Cabinet Secretary for Education and Skills to Committee on 31 October 2023. The letter is available at:

https://www.parliament.scot/-/media/files/committees/education-children-and-young-people-committee/correspondence/2023/cab-sec-response-ecyp-commitee-oecd-implementation.pdf

The Scottish Government is unaware of any such claims.

In school inspections, HM Inspectors evaluate and report on the quality of education being provided. HM Inspectors use quality indicators from 'How good is our school? (4th edition).' This framework focuses on evaluating the quality of education provision for learners which is a key responsibility of HM Inspectors. There are currently no plans for HM Chief Inspector to issue additional guidance in relation to staff health and wellbeing.

The health and wellbeing of staff is primarily the responsibility of the employer. For most schools in Scotland this means local authorities are responsible for ensuring arrangements are in place to support staff health and wellbeing.

In carrying out inspections, HM Inspectors are mindful that inspection can be an unfamiliar experience for school staff. HM Inspectors work together with the school to minimise disruption and unnecessary bureaucracy. HM Inspectors provide a headteacher's briefing note to schools being inspected to ensure they know what to expect, and what papers or examples of work the inspection team will want to see. They aim to carry out inspections in a way that seeks to minimise burden on staff and keep paperwork required to a minimum. Inspectors are happy to observe what teachers would be doing on an ordinary day without any special changes for an inspection.

HM Inspectors take care to ensure that they operate in line with best practice principles, known as the PRAISE framework. This framework outlines expectations regarding conduct and behaviour of HM Inspectors when engaging with staff in a school or setting.

Decline in applications for teaching bursaries can be for many reasons, including a fall in the overall number of applications for the PGDE courses in bursary eligible subjects.

We are engaging with a range of stakeholders including local authority employers, university providers and the teaching unions to work collectively to raise the profile of teaching as a highly rewarding career.

As you will be aware, the scheme was extended in 2023 to include Gaelic as a secondary subject, and Gaelic medium across all secondary subjects and in primary.

I have greatly valued discussions with the OECD to date and my next meeting with the OECD is scheduled for Wednesday 21 February.

We are working with local authorities on the infrastructure required to deliver our commitment to the expansion of free school meals.

The 2024-25 budget has made provision for £43m of capital funding for school infrastructure, in addition to the £10m of capital funding provided in 2023-24.

This will support the expansion to P6 & P7 pupils in receipt of the Scottish Child Payment, as part of our wider commitment to expansion.

As announced in the statement to the Scottish Parliament on 12 December 2023, the review of the maths curriculum framework will begin this year (2024), with a revised maths curriculum to be tested with teachers before the end of the year.

I am advised that Education Scotland’s draft Professional Learning Framework has been an iterative process, developed as a result of formal and informal feedback from a wide range of practitioners and other users who have participated in Education Scotland’s professional learning. This includes direct work with Local Authorities, schools, teachers, Senior Managers in schools, and other stakeholders. Evaluations from these activities and discussions with users over a two-to-three-year period, has shaped our current offer.

Some of the stakeholders involved in shaping the concept and content of the draft Framework are:

• ES Inclusion Link officers National Network. Almost all 32 local authority officers attended a presentation of the Professional Learning Framework and provided feedback.
• ASLO (Additional Support for Learning Link Officer) National Network, which been involved in commenting over the development phase of the framework. Almost all authorities are represented on this Network.
• Social Emotional and Behavioural Needs National Network representing 31 Education Authorities.
• Complex Needs National Network. 32 Local Authority representatives working with the most challenging children and young people, have provided feedback.
• Evidence from recent Collaborative Improvement Activity with Renfrewshire, North Lanarkshire, and Scottish Borders, helped to identify gaps in resources, and where a refresh of resources and/or focus was required in current materials.
• Cheryl Burnet National Parent Council.
• National Network comprising Children’s Parliament, Young Scott, UNICEF, Children in Scotland all of whom are part of a and helped us to identify strengths and gaps in resources.
• SG Programme boards in Inclusion, behaviour, anti-racism, gender, Hate Crime, and LGBTI.