Seòmar agus comataidhean

I refer the member to the answer to question S6W-16208 on‎ 27 March 2023, which provided an update on Winter Heating Payment. 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 .

There were five full-time equivalent lead teachers that met the required inclusion criteria for the 2022 School Staff Census, these were all from Scottish Borders. The role of lead teacher was established in June 2021, therefore figures are not available for earlier years.

The School Staff Census predominantly reports on posts with a classroom teaching remit, some lead teachers may be employed in posts without a classroom teaching remit and therefore will not be included in the counts collected and reported as part of the annual census.

There is no information held centrally on the budget or funding for lead teacher appointments. The recruitment and employment of teachers in local authority schools are matters for individual councils, as they have the statutory duty for education expenditure and to deliver education. Councils have the statutory responsibility for providing a complement of teachers, including lead teachers, and all other necessary support staff which best meets the needs of each of their schools and its pupils within the resources available.

Information on the initial destinations of school leavers three months after the end of the school year (i.e. in October) is published in the Summary Statistics for Attainment and Initial Leaver Destinations publication released in February each year. Information on the destinations of the same cohort of school leavers nine months after the end of the school year (i.e. the following April) is then published in Summary Statistics for Follow-up Leaver Destination each June.

Chart 4 of the follow-up leaver destination publication provides information on the percentage of school leavers whose follow-up destination was the same as their initial destination whilst table L1.8 of the associated supplementary tables provide more details of the percentages of school leavers who had sustained their initial destination or moved into another destination by the time of the follow-up data cut - i.e. 9 months after leaving school.

The information used to produce these destination statistics is sourced from the 'Opportunities for All' shared dataset. This dataset contains information on the activities undertaken by young people in Scotland and is managed and hosted by Skills Development Scotland (SDS). SDS supply the Scottish Government with two snapshots from this dataset throughout the year - in April and October.

The Scottish Government has invested a total of £14,751,739 since 2018 to support the delivery of specific Welfare Advice Services in Scotland. The amount for each year is as follows:

The Scottish Government are committed to working with COSLA, ADES and our partners to deliver improvements in additional support for learning implementation and to ensure meaningful change for children and young people through our Additional Support for Learning Action Plan

As part of our work under the Additional Support for Learning Action Plan we have considered the impact of the incorporation of UNCRC on the 2004 Act, as well as additional support for learning policy, practice and guidance. We intend to continue to engage with key stakeholders to consider this work further and ensure that children’s rights are embedded and effectively underpin implementation of additional support for learning policy.

We continue to fund and support the Young Ambassadors for Inclusion and therefore confirm that the relevant action within the November 2022 Additional Support for Learning (ASL) Action Plan update is now considered complete.

In 2022-23 we provided increased funding of £30k to the Young Ambassadors for Inclusion to support the delivery of the actions to engage children and young people in policy development as part of the implementation of the ASL Action Plan. The Young Ambassadors for Inclusion collated a resource pack for Education, Learning & Support to help schools support meaningful participation of children and young people who access additional support. They also helped create a Language and Communication Guide for school staff on using the right language, provided practical guidance and activities to support practitioners. In addition, they produced two podcasts on the role of Pupil Support Staff and delivered webinars on meaningful participation for teachers and support staff.

The Children’s Service, My Rights, My Say is a Scottish Government funded national service which supports children between the age of 12 and 15 years to exercise their rights under the additional support for learning Act.

The free support service comprises of four parts – advice and information, advocacy support, legal representation and a service which independently seeks children’s views to inform decision making.

As a statutory service, it is available to children in every local authority. Therefore, the Additional Support for Learning Act does not also require local authorities to have advocacy services in place.

The Scottish Government is working with local government partners on the Additional Support for Learning Project Board to deliver the recommendations of the 2020 additional support for learning review by March 2026. As outlined in our updated action plan published in November 2022, we have committed to undertaking a policy mapping exercise to inform the development of a shared positive communications plan. The plan aims to ensure visibility and awareness of additional support for learning and children and young people’s successes and achievements. This work is currently on track.

Progress can be followed through the published minutes of the Project Board . A further progress update is due to be published in May 2024.

The Scottish Government is working with local government partners on the Additional Support for Learning Project Board to deliver the recommendations of the 2020 additional support for learning review by March 2026. As outlined in our updated action plan published in November 2022, we have committed to undertaking an internal awareness raising programme following a policy mapping exercise. This work will contribute to a positive communications plan to ensure visibility and awareness of additional support for learning and children and young people’s successes and achievements across a range of policies. This work is currently on track and will build upon the existing ongoing engagement across policy portfolios.

Progress can be followed through the published minutes of the Project Board . A further progress update is due to be published in May 2024.

The Independent Review of Qualifications and Assessment is being led by Professor Louise Hayward. Professor Hayward is firmly committed to offering an approach that ensures the achievements of all learners, including those with disabilities, can be recognised. The commitment to proposing a system that works for each and every learner is evident in her recently published interim report.

During the Review’s public consultation Professor Hayward sought views on the specific question of how a system of qualifications and assessment can uphold the right of all learners including those with disabilities to have their achievements recognised.

I understand that Professor Hayward has met Angela Morgan, Chair of the Review of Additional Support for Learning Implementation, on several occasions and that Angela Morgan has also offered advice to the Independent Review Group. Professor Hayward is also visiting several schools which provide specialist education and learning for children and young people with additional support needs and complex health and medical needs, and will hear directly from learners, teachers and staff there.

The final Phase of the Review is now underway, and Professor Hayward is seeking views from a range of stakeholders across the education landscape, and beyond, on a draft model for the future of qualifications and assessment, this Phase is open until the 7 April. I look forward to receiving a final report before the end of May 2023.