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As part of the Scottish Government's response to the Education, Children and Young People Committee's Inquiry on Additional Support for Learning, I committed to engage with our partners to consider this issue further.

My officials engage with the Royal College of Speech and Language Therapists as well as our wider partners on a regular basis and I will provide an update to the Committee on the outcome of these considerations in due course.

The Royal College will be invited to attend the Scottish Advisory Group on Relationships and Behaviour in Schools to ensure they can contribute to the delivery of our Relationships and Behaviour in Schools National Action Plan.

National Standardised Assessments produce data at: classroom, school, local authority and national levels.

The primary purpose of NSA is to provide teachers with indicative, diagnostic information about learner strengths and development needs. They provide information directly to teachers on what individual learners can and cannot do in aspects of literacy and numeracy, at a particular moment in time. Data is broken down by curriculum content, for example in literacy, data includes information on “tools for reading” and “finding and using information”.

At school level, assessment data shows how well learners perform in relation to a number of characteristics, for example free school meal entitlement, and provides information about how learners progress over time.

NSA produces aggregated data that can help local authorities by providing information to inform conversations about school improvement. It can also help identify effective practice to disseminate, as well as areas for authority wide professional learning.

At national level, anonymised data is broken down by both curriculum content and learner characteristics, e.g. gender and ethnicity. It allows the Scottish Government to identify trends, strengths, and areas for improvement in literacy and numeracy. This informs national policy, improvement priorities, and the type and level of support provided.

The Scottish Government is clear that NSA and the data they produce represent good value for money. NSA data is also valued by school staff – our 2023-24 survey of school staff who use the assessments found that over 72% agree that NSA data informs teaching and learning in their school.

We have committed to refresh the Supporting Children’s Learning Code of Practice during this parliamentary term. We have been working collaboratively with a range of education partners and policy areas over the past 19 months, to ensure it continues to fully support schools and local authorities to fulfil their duties under the ASL Act. An update on progress was set out in our third progress report, published in November 2024.

In alignment with my response to the Education, Children and Young People Committee, a public consultation will be held in early 2025, providing an opportunity for wider stakeholders with an interest in the Code of Practice to share their views.

The Scottish Government uses a range of data and evidence to measure literacy rates among school pupils.

Achievement of Curriculum for Excellence Levels (ACEL), data, which is based on teacher judgement, provides information on the proportion of P1, P4, P7 and S3 pupils achieving the expected Curriculum for Excellence (CfE) levels in Reading, Writing, Listening and Talking. The Achievement of Curriculum for Excellence (CfE) Levels 2022-23 data was published in December 2023.

Data on the reading skills of 15 year olds is also collected every 3 years as part of the Programme for International Student Assessment (PISA). Scotland’s results from the Programme for International Student Assessment (PISA 2022) were published in December 2023.

Annual Summary Statistics for Attainment and Initial Leaver Destinations also contains data on the percentage of school leavers who attained literacy at each SCQF level. Scotland’s Summary statistics for attainment and initial leaver destinations, no. 6: 2024 was published in February 2024.

From 2026 onwards, Scotland will join the Progress in International Reading Literacy Study (PIRLS) to gather evidence on the progress in students’ reading achievement of pupils aged 9 to 10 years.

The Scottish Government is making arrangements to publish the requisite Impact Statements for the Student Mental Health Action Plan very shortly.

Whilst the recruitment and employment of teachers are matters for local authorities as the employer, the member may wish to be aware that teachers are not employed on zero-hour contracts.

Delivering sustainable, resilient, accessible and efficient services for the population, as highlighted by myself during the debate on NHS reform, can only be achieved by a significant change in the way we plan, organise, deliver and fund services. In response, we have begun over the past few months to reset and reform our ways of working to ensure coherence across our various levels, nationally and regionally. As a component of reform, this includes development of a new construct for our clinical networks, aligned to portfolios of care.

Our clinically led national and regional networks are an important vehicle in how we meet the challenges of implementing the National Clinical Framework and the wider reform agenda across NHS Scotland. The aims of the refreshed approach to the National Networks in NSD (and other areas which host networks) is to provide a clear and collaborative mechanism for planning and delivery of our services across Scotland and to ensure this valuable resource is supporting delivery of the National Clinical Framework and our wider programme of reform.

Statutory responsibility for the delivery of school education, including any school trips, rests with local authorities and they can utilise a range of funding sources to remove or minimise costs to lower-income families.

The Scottish Government is investing up to £1 billion in the Scottish Attainment Challenge this parliamentary term to tackle the poverty related attainment gap, including £520 million of Pupil Equity Funding which goes directly to schools.

Headteachers are empowered to use this funding to take school-level approaches to supporting children and young people from lower income families. Some choose to contribute to or cover costs such as residential trips, theatre trips and outdoor learning experiences in order make access to such learning opportunities as equitable as possible.

A new national working group is also considering how to further promote inclusive and impactful outdoor learning in all its forms, including but not exclusive to residential outdoor education.

Educational Psychologists are employed directly by education authorities. In fulfilling their statutory duty to deliver an Educational Psychology service, it is for them to make the decisions regarding how their service will be managed, the numbers of psychologists they require, and how many psychologists they employ.

The number of student Educational Psychologists that have joined the workforce in each year since 2018 is not collected by Scottish Government as part of the annual staff census.

However, to ensure that there is a sustainable supply of Educational Psychologists to meet needs, the Scottish Government and COSLA jointly invest in the Educational Psychologist training programme, and I can confirm that the number of students completing the programme since 2018 is as follows -

Year Number of Students

2018 17

2019 12

2020 28

2021 31

2022 29

2023 25

2024 26

As part of the Scottish Government's response to the Education, Children and Young People Committee's Inquiry on Additional Support for Learning, I committed to undertaking a literature review to ascertain the current knowledge on masking for children and young people with additional support needs.

The scope of the literature review is currently being considered by my officials and I will up-date the Education, Children and Young People Committee on progress of this work as soon as I have received a substantive update.