Seòmar agus comataidhean

No specific consultations have taken place between the Scottish Government and local authorities regarding the allocation of grant aided expenditure to the provision of places in partnership nurseries. Funding decisions on the provision of local nursery services are for local authorities.

Since the letter of 25 May 2010, my officials have met with representatives of Muthill and Tullibardine Community Council and further supporting information has been presented by them. This is currently being considered and a reply will be issued shortly.

I granted consent for an overhead line in the Muthill area following full and careful consideration of all the objections and representations received, the evidence produced to and submissions made at the inquiry and the inquiry report. The reporter''s report concluded that alternative routeing and/or undergrounding a section or sections of the proposed line in the Perth and Kinross area has not been justified (para 9.5.17, Vol 4).

The following table shows the number of teachers who recorded their main subject taught as music, broken by local authority for years 2003-09. The information on the subject taught is not available until 2003.

The figures are the total for primary, secondary and special sector, and, since 2006 only, centrally employed music teachers. They exclude head teacher posts in primary and special sector, and head teacher and depute head teacher in secondary schools. This is due to their relatively low class contact time.

Music Teachers by Local Authority^1,2, 2003-09

	2003	2004	2005	2006	20073	2008	2009
Aberdeen City	38	35	33	35	38	35	34
Aberdeenshire	31	42	43	41	44	48	53
Angus	27	21	23	26	25	23	26
Argyll and Bute	19	16	18	20	17	19	19
Clackmannanshire	8	8	7	8	9	11	12
Dumfries and Galloway	28	28	30	29	37	39	29
Dundee City	33	30	29	36	34	31	36
East Ayrshire	28	26	26	29	22	25	28
East Dunbartonshire	26	26	27	28	28	30	26
East Lothian	12	13	9	14	16	21	25
East Renfrewshire	18	16	21	26	27	27	27
Edinburgh City	64	68	75	76	60	59	56
Eilean Siar	9	7	10	13	12	9	10
Falkirk	33	31	33	37	35	35	33
Fife	68	67	61	77	70	68	74
Glasgow City	92	80	93	95	91	85	86
Highland	47	66	52	58	61	59	59
Inverclyde	16	19	18	19	19	18	18
Midlothian	20	21	22	27	25	26	21
Moray	18	17	22	22	23	23	22
North Ayrshire	30	26	28	29	29	30	24
North Lanarkshire	59	62	68	68	71	71	70
Orkney Islands	8	8	8	9	9	8	8
Perth and Kinross	26	18	24	29	29	28	29
Renfrewshire	32	24	38	36	39	35	36
Scottish Borders	28	31	23	28	29	29	26
Shetland Islands	11	14	14	14	14	14	13
South Ayrshire	21	22	26	23	26	25	24
South Lanarkshire	52	35	55	51	56	56	52
Stirling	18	17	20	22	23	19	21
West Dunbartonshire	23	23	22	23	25	22	20
West Lothian	16	9	8	37	44	41	43
All local authorities	956	924	987	1,085	1,087	1,069	1,059

Notes:

1. Centrally employed music teachers include peripatetic teachers and visiting specialists, but exclude mainstream supply pool teacher if not teaching at the Census.

2. Changes in recording practise in authorities may result in fluctuations in the numbers.

3. Glasgow and Midlothian were unable to complete central teacher data for 2007, so data from 2006 has been used.

This information is not collected centrally.

The following details relate to the period since the teacher induction scheme was introduced in autumn 2002. Comprehensive records are not available before this date.

The following table shows:

Column a “ Teachers who have not completed their probationary period due to misconduct;

Column b(i) “ Probationary teachers who have had their provisional registration cancelled at the end of the one year probationary year referred to, having not achieved the required standard.

Column b(ii) “ Probationary teachers who have either had their provisional registration cancelled or have resigned or lapsed from the register, having not achieved the required standard subsequent to having been granted a period of extension to their provisional registration at the end of their probationary year.

Year	A	b(i)	b(ii)
2002-03	1	10	10
2003-04	0	10	4
2004-05	5	5	4
2005-06	1	11	6
2006-07	1	10	14
2007-08	4	12	15
2008-09	5	15	1
2009-10	1	11	0

 

The table shows the numbers of teachers struck off the teaching register in each year.

1999-2000	5
2000-01	8
2001-02	2
2002-03	5
2003-04	4
2004-05	8
2005-06	13
2006-07	8
2007-08	10
2008-09	15
2009-10	17

 

Curriculum for excellence through outdoor learning provides guidance to schools and centres on progressive outdoor learning experiences from ages three to 18. The guidance emphasises that all staff at every level of involvement with the education of children and young people have a responsibility to make the most of the outdoor environment to support the delivery of the experiences and outcomes within Curriculum for Excellence. The new guidance is supported by a Learning and Teaching Scotland online resource which is designed to support schools in making learning in the outdoor environment a reality for all children and young people.

http://www.ltscotland.org.uk/outdoorlearning/

We are in the process of establishing an implementation group to provide strategic direction on the delivery of curriculum for excellence through outdoor learning. This group will lead and direct the formation of a national network for outdoor learning which will help to build capacity in schools and local authorities.

The Scottish Government does not hold this information.

The Outdoor Learning Strategic Advisory Group, on which HMIE was represented, recommended to ministers that HMIE inspections should consider and evaluate outdoor learning provision in schools and other settings. HMIE are committed to evaluating the learning experiences of children and young people across a broad curriculum in line with the curriculum design principles of Curriculum for Excellence. Part of this is an expectation that schools should take advantage of the opportunities for outdoor learning that exist within and across the curriculum, and which are reflected in some of the experiences and outcomes of Curriculum for Excellence. In addition, HMIE will continue to identify and share good practice in outdoor learning through its reports, Journey to Excellence and other activities.