Seòmar agus comataidhean

It is the statutory responsibility of local authorities to manage their school estate. Therefore, the Scottish Government does not hold this information.

HM Chief Inspector is committed to promoting openness and transparency in the inspection process. Educators and practitioners are kept well-informed about inspections, including the focus areas and methodologies employed by inspection teams.

HM Inspectors assess the quality of education in Scottish schools using various quality indicators from 'How good is our school? (4th edition).' This document outlines the evidence collected during school inspections. Additionally, briefings for headteachers, parents, and Parent Councils are provided and updated annually at the beginning of each academic year. These updates are available on Education Scotland’s website. Moreover, when specific or mid-year changes occur, separate advice notes are published on the website.

In November 2023, I requested that the interim Chief Inspector enhance the evidence collected about behaviour during inspections.

Consequently, HM Inspectors will place greater emphasis on gathering evidence about behaviour and strategies for promoting positive relationships during inspections. An Advice Note for schools outlining the approach will be published in early January 2024, and will apply to inspections notified from January 2024.

The interim Chief Inspector will continue to issue additional inspection advice notes as needed, ensuring the inspection process remains transparent.

I refer the member to question S6W-24236 answered on 8 January 2024. All answers to written parliamentary questions are available on the Parliament’s website, the search facility for which can be found at http://www.scottish.parliament.uk/parliamentarybusiness/28877.aspx

We published guidance in June 2017 - ‘Included, Engaged and Involved – Part 2 – preventing and managing school exclusions’ - for teachers. The guidance gives a stronger focus on supporting positive behaviour and approaches that can be used to prevent the need for exclusion.

The series of summits I held with a wide range of stakeholders on behaviour in schools concluded in November. The summit process culminated in the publication of the Behaviour in Scottish Schools Research (BISSR), which provides the accurate national picture in relation to behaviour in Scotland’s schools.

In my statement to Parliament on 29 November, I confirmed that a multi-year plan is in development to tackle instances of challenging behaviour, working with local authorities, trade unions and others.

We are currently working with the Scottish Advisory Group on Relationships and Behaviour in Schools to establish what actions are required to respond to the findings of the summit process and BISSR. The national action plan will be published as soon as possible.

The ‘Included, Engaged and Involved Part 2: Preventing and Managing School Exclusions’ guidance was published in 2017.

In June last year, I convened the first meeting of a Headteacher taskforce which focused on school exclusions. The topic of school exclusions was also discussed by a wide range of stakeholders, including local authorities, at the series of behaviour summits held between September and November last year.

In November, the Behaviour in Scottish Schools Research (BISSR) was also published, which provides the accurate national picture in relation to behaviour in Scotland’s schools. Local authority staff were interviewed as part of BISSR.

We are currently working with the Scottish Advisory Group on Relationships and Behaviour in Schools , which includes COSLA, to establish what actions are required to be included in the national action plan to respond to the findings of the summit process and BISSR. The national action plan will be published as soon as possible.

Last month concluded a series of summits I held with a wide range of stakeholders on behaviour in schools. Members are aware that September’s summit on relationships and behaviour in schools focused on recording and monitoring incidents. My aim from the summit process was to identify practical actions we need to make progress, including to create a culture where staff are empowered to record incidents. Local data must then be used to ensure schools both have an oversight of issues and are responding effectively.

I was clear in my statement to Parliament on 29 November that I encourage, in the strongest possible terms, more accurate recording of all incidents of inappropriate, abusive or violent behaviour in our schools.

Our national guidance on recording and monitoring bullying incidents makes clear that all schools and local authorities are expected to record all incidents of violent behaviour. Recording and monitoring plays an essential role in helping schools identify recurring patterns of behaviour and ensure early intervention and appropriate support. It is up to schools to decide how children and young people can report incidents based on local needs and circumstances, which may include anonymised reporting.

The Scottish Government is currently working with the Scottish Advisory Group for Relationships and Behaviour in Schools to develop a national action plan which we expect to be published early in the new year. I will update parliament on the action plan in due course.

Last month concluded a series of summits I held with a wide range of stakeholders on behaviour in schools. The Behaviour in Scottish Schools Research was also published and considered as part of the final summit, which set out that while the majority of pupils are well behaved there has been an increase in disruptive behaviours.

I was clear in my statement to Parliament on 29 November that I encourage local authorities and schools to consider their policies in the light of the findings of BISSR.

To support local authorities and schools, we published guidance in June 2017 - ‘ Included, Engaged and Involved – Part 2 – preventing and managing school exclusions’ . This guidance gives a stronger focus on supporting positive behaviour and approaches that can be used to prevent the need for exclusion. The guidance sets out an expectation that education authorities and schools will use the guidance to revise and review existing policies and procedures on exclusion, taking account of local circumstances and involving all partners in the development of the new policy.

Education Scotland has also published a resource to support schools or local authorities who are refreshing or reviewing their relationships and behaviour policies. This guidance on developing a local relationships and behaviour policy is available at Guidance for developing a local relationships and behaviour policy (education.gov.scot) .

Finally, we are currently working with the Scottish Advisory Group for Relationships and Behaviour in Schools to develop a national action plan on relationships and behaviour which we expect to be published early in the new year. We will update parliament on the action plan in due course.

The Scottish Government is committed to protecting learning hours in Scottish schools. We are carefully considering the responses to the consultation on learning hours that closed earlier this year. We will publish our analysis of the consultation and engage further with stakeholders, including COSLA, on next steps in due course.

I was invited to attend the November meeting of the Anti-Racism in Education Programme Board. I did attend, and met with Programme Board members, commending the work they have undertaken to date and reiterating that there is no place for discrimination or prejudice in our schools.

The Scottish Government is currently considering the findings of the Behaviour in Scottish Schools Research and outputs from the relationships and behaviour summits, which will inform the actions that are included in the national action plan. This will include consideration of what further support local authorities may require. The national action plan will be developed in collaboration with the Scottish Advisory Group on Relationships and Behaviour in Schools and we expect it to be published early in the new year.

Education Scotland have already published a suite of practical materials to support schools and authorities, developed with teachers, on areas such as expectations and consequences, available at: Promoting positive relationships and behaviour in educational settings | Resources | Education Scotland