Chamber and committees

Education Authorities have duties under the Education (Additional Support for Learning) Act 2004 (as amended) to identify, provide for and review the additional support needs of their pupils. Under the Act, a formal diagnosis is not required for a child or young person to receive support.

However, we recognise that early identification of an additional support need, such as dyscalculia, dyspraxia or dyslexia, can ensure that children and young people get the support that they need to reach their full potential. Our national approach recommends that the Scottish working definitions of dyslexia and dyscalculia are used by practitioners, schools and local authorities during a collaborative and holistic assessment process. This process should take place over a period of time and should include consultation with teachers, school staff, parents, pupils and other relevant agencies when there are concerns about a pupil’s progress.

We provide a range of free professional learning opportunities for teachers aimed at supporting practitioners to further develop their knowledge, understanding and skills in supporting learners with dyslexia, and reduce barriers to learning. This includes the Addressing Dyslexia Toolkit and identification pathway, launched in 2017, and the Dyslexia and Inclusive Practice online professional learning modules, which enable staff to gain professional recognition in this area.

Court programming is a matter for the senior judiciary, supported by the Scottish Courts and Tribunals Service (SCTS). SCTS have advised that jury trials resumed in Dumfries and Galloway on 19 April 2021, and since then the number of people cited for jury duty and excused on the grounds that they cannot reasonably travel to the Remote Jury Centre in Ayr is 128. During that period, no jury trials in Dumfries and Galloway were adjourned due to a lack of jurors.

There are currently no plans for ScotRail to operate passenger services from Lockerbie railway station as it is already served by other Train Operating Companies.

This Government has delivered the highest spending, and more teachers, per pupil than any other UK nation. It is the responsibility of individual local authorities to manage their own budgets and to allocate the total financial resources available to them, on the basis of local needs and priorities, having first fulfilled their statutory obligations and the jointly agreed set of national and local priorities.

Schools and local authorities are encouraged and supported to consider innovative ways to ensure there are a wide choice of courses available to their learners. It is for them, working together with partners, to plan course choices in their areas. Expansion of course choice is reflected in the growth of vocational provision for young people in the senior phase. There has been a year on year increase in the number of school leavers attaining vocational qualifications at level 5 and above of the Scottish Qualifications & Curriculum Framework since 2014. The latest attainment stats reflect an increase from 7.3% in 2013/14 to 26.1% in 2020/21.

Decisions about the use of particular literacy resources and programmes are informed by purpose, context and the specific needs of learners. Consequently, such decisions are taken at a local level by schools and teachers themselves.

Education Scotland offers support to practitioners through online platforms such as the Glow based National Literacy Professional Learning Community.

The Scottish education system is set up in such a way that decision making is devolved to the most appropriate level, enabling local education authorities to make choices that meet their local circumstances and needs. As a result schools, supported by their local authority, plan the reading curriculum to meet the needs of the learners within their own local context.

Access to literacy specific research is available through the National Literacy Professional Learning Community on Glow.

The exchange of factually accurate patient information is pivotal to the delivery of high quality, safe, patient centred healthcare whether it takes place locally, regionally, nationally in Scotland or elsewhere in the UK. Normal practice would be that where a patient is referred by a specialist team in Scotland to a specialist team in another part of the UK, the clinician responsible for their care would write a formal referral letter which would include details of the patients diagnosis, investigations already undertaken, treatments pursued so far and any proposed treatment plan or specific request of the team to which they are referring. It is also often the case that the referring clinician may provide some further detail as part of a Multidisciplinary Team Discussion, Virtual Consultation or telephone call.

On the occasion that the treatment is unplanned, the NHS facility providing the treatment should contact the individual’s GP Practice, in Scotland, directly to exchange key information from their patient record. NHS National Services Scotland (NSS) are available to support Scottish practices and the NHS in England, Wales and Northern Ireland to facilitate the sharing of records and or important information about the patient.

Systems integration and providing greater access for the public to their health and care data is a priority for Scottish Government and our ambitions are set out in our Digital Health and Care Strategy which was published in October 2022 and available at: https://www.gov.scot/publications/scotlands-digital-health-care-strategy/

Allotments and their provision are the responsibility of local authorities. That is set out in the Community Empowerment (Scotland) Act 2015. However, since 2012, the Scottish Government has allocated more than £1.6 million to directly support and increase the land that is available for community growing.

This funding includes:

The Community Growing Fund, a grant scheme for the years 2019/2020 and 2020/21, providing a total of £80,000 to local community growing groups public bodies and third sector organisations.

For the years 2016 to 2022, nearly £490,000 has been allocated to various growing groups in Scotland, amongst them are Trellis, Social Farms and Gardens and Grow Green.

Funding to the Green Action Trust (previously Central Scotland Green Network (CSGN)) to allocate grants to projects that aim to increase the amount of land for community growing. Since 2012 around £1.04 million has been provided.

Curriculum for Excellence does not prescribe specific approaches or pedagogies for any aspect of the curriculum including learning to read but in practice, systematic synthetic phonics and other phonics approaches are widely implemented across Scotland's classrooms.

The General Teaching Council for Scotland (GTCS) accredit all Initial Teacher Education (ITE) programmes leading to the award of the Standard for Provisional Registration in Scotland. The GTCS will agree content with the relevant ITE provider to ensure that the content will support student teachers to develop their knowledge, understanding and practice. As set out in the Standard for Professional Registration, teachers are expected to employ teaching strategies and resources to meet the needs and abilities of every learner.

Education Scotland offers support to practitioners in a number of areas, including literacy and synthetic phonics, through online platforms such as the Glow based National Literacy Professional Learning Community.