Seòmar agus comataidhean

Definitions of destinations used in the Scottish Government's positive destination statistics can be found in the background notes of the relevant publications, for example in section 7.4.1 of the 2021/22 Summary Statistics for Attainment and Initial Leaver destinations publication . This includes definitions for Higher Education, Further Education, Training and Employment. Note that those still attending education at school are not included in these statistics. The definitions are reproduced below.

Higher Education: includes leavers following Higher National Diploma (HND) or Higher National Certificate (HNC) courses, degree courses, courses for the education and training of teachers and higher level courses for professional qualifications. It includes programmes at a level higher than the standard of the National Qualifications, i.e. above SCQF Level 7. Leavers with a deferred, unconditional place in higher education have also been included in this category.

Further Education: includes leavers undertaking full-time education which is not higher education and who are no longer on a school roll. This may include National Qualifications.

Training: includes leavers who are on a training course and in receipt of an allowance or grant. It also includes leavers who are on local authority or third sector funded training programmes that are in receipt of a training allowance or those participating in Community Jobs Scotland.

Employment: includes those who consider themselves to be employed and in receipt of payment from their employers. It includes young people undertaking training in employment through national training programmes such as Modern Apprenticeships and Graduate Apprenticeships.

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.

The national action plan will be developed in collaboration with the Scottish Advisory Group on Relationships and Behaviour in Schools (SAGRABIS), which met to discuss the draft action plan on 12 December 2023 and 31 January 2024. It is expected that the action plan will be published in spring 2024.

As announced in a statement to Parliament on 12 December 2023, Maths will be the first curricular area to be revised as part of the new systematic curriculum improvement cycle.

The update to the Maths curriculum will begin in 2024 and will be tested with Scotland’s teachers later in the year. The next curricular area to be looked at in depth after Maths will be Literacy and English.

Planning for the sequencing and implementation of the overall improvement cycle is underway. Decisions on which curricular areas should be prioritised following Maths/Numeracy and Literacy/English and timescales for those further packages of work, will be informed by evidence and will be subject to discussions with key stakeholders and delivery partners.

The initiation of a systematic curriculum improvement cycle was announced on 12 December 2023, however the background to the cycle 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.

Since then, 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, has already considered and offered views on a range of papers in relation to taking forward a systematic curriculum review cycle in Scotland. Papers were informed by a rapid evidence review supported by the OECD, which looked at international best practice.

In updating the curriculum framework, we will harness the expertise and insights of our teachers, practitioners and subject specialists amongst others. In determining how best to do that, in early 2023 Education Scotland began a number of different curriculum review pilots to test out different approaches, reporting into the Curriculum and Assessment Board.

A wide range of stakeholders will be involved in taking forward each substantive curriculum improvement cycle, in particular teachers, practitioners and subject leads across Scotland, the Curriculum and Assessment Board and the organisations represented on it.

We have announced £900,000 for local councils to aid training of support staff who are responding to the new challenges in our schools, post-Covid. This announcement was made in direct response to the findings of the Behaviour in Scottish Schools Research, which indicated that it is school support staff who have the most challenging experiences in dealing with negative behaviours, and that support staff themselves would welcome more training to support them in their roles.

Allocation and use of the funding was agreed at the meeting of COSLA leaders on 26 January 2024. Each local authority will receive a minimum of £10,000 of funding, with the remaining funding distributed on the basis of pupil numbers. A letter was issued to local authorities on 7 February 2024 advising them of their funding allocation. Local authorities will decide how best to use their allocated funding to help the support staff in their area.

As noted in the answer to question S6W-24947 on 19 February 2024, the draft Professional Framework will undergo further evaluation and consultation about ease of use from now until March 2024.

This evaluation evidence will be used to inform further development with another opportunity for users to provide feedback on the content from March 2024 to June 2024. The evaluation will be provided by users of the Framework and is included at the end of the material. It will also be gathered by Education Scotland staff delivering content from the Framework. Other on-going consultation and feedback will occur through our Networks and programme boards which Education Scotland attend.

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 announced in the statement to the Scottish Parliament on 12 December 2023, the Council of Deans agreed to reconvene their Initial Teacher Education (ITE) National Maths Group.

The first meeting of the reconvened group took place on 29 January 2024 and we understand that the Council of Deans will be communicating with members in due course about the timings and focus for future meetings.

The ITE Maths group will meet up to four times per year. An Education Scotland representative will be invited to each meeting. Contact details for the Council of Deans are available at: https://www.scde.ac.uk/contact-us/ .

Work to refresh guidance on the use of mobile phones in schools is underway. There have been high level discussions with local authority and school representatives as part of that process. The Scottish Advisory Group on Relationships and Behaviour in Schools, which includes a wide range of representative interests, including local authorities and others, will oversee the development of the refreshed guidance, which will be published in the Spring.

Education Scotland is an executive agency of the Scottish Government and as such there is regular engagement between Scottish Government and Education Scotland officials on a range of education matters. Senior Scottish Government officials will next meet the Interim Chief Executive of Education Scotland to discuss education on 28 February 2024.