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The report of the National College for teaching and Leadership clearly relates to schools in England. Developing new routes into teaching and making training available to people from a whole range of backgrounds is key to attracting more teachers into the profession. The pilot programme being developed by the University of Dundee has been accredited by the General Teaching Council for Scotland as meeting the criteria for Initial Teacher Education Programmes and will be subject to on-going evaluation. Retention rates for teachers are influenced by factors such as support during probation and early career stages. This programme will offer coaching support based on a strong research evidence base. Scotland has a world class Induction Scheme and we are currently revolutionising the offer of professional learning to teachers including developing new career pathways.

Developing new routes into teaching and making training available to people from a whole range of backgrounds is key to attracting new teachers into the profession. The pilot programme being developed by the University of Dundee has been accredited by the General Teaching Council for Scotland as meeting the criteria for Initial Teacher Education Programmes. It is an innovative approach to addressing recruitment issues and will be subject to on-going evaluation.

The Scottish Government is developing a research specification which will be used to tender the independent research into the experience of mainstreaming for those with additional support needs. This process will be completed as soon as possible and will run concurrently with the consultation on revised guidance on the presumption of mainstream. The consultation responses and the independent research will be brought together to inform the final guidance on presumption of mainstream.

This programme will prepare student teachers in all aspects of teaching to meet the needs of all learners. It is the responsibility of the GTCS to accredit individual programmes and they are satisfied that additional support needs are adequately covered and benchmarked against the Professional Standards. The programme is underpinned by the principles of inclusive practice and informed and supported by documentation such as the National Framework for Inclusion and Getting it right for every child.

The UK Government has still to provide detailed information on its proposed future arrangements, linked to its plans to leave Euratom. We shall continue to work, including in cooperation with the other three administrations in the UK, to assess the impacts of exiting Euratom as these proposals are made clear, and mitigate any negative effects for Scotland.

I wrote to Jessie Norman, who was at the time the responsible Minister at the UK Department for Business Energy and Industrial Strategy, in February 2017, and to Greg Clark, UK Secretary of State for Business Energy and Industrial Strategy, in July 2017. The Scottish Government's position was set out in these letters. They set out concerns about the UK Government's intention to leave Euratom, and the lack of consultation with the Scottish Government; the Scottish Government’s preference for membership of Euratom to continue, and if this is not possible, as a result of the UK Government’s negotiations on taking the UK out of the EU, for a form of associate membership of Euratom that maintains close joint arrangements on the widest range of issues, including external assurance and inspection; and that it is crucial that the Scottish Government and other devolved administrations are fully involved in discussions about the options for our future relationship with Euratom, and any replacement arrangements that are needed. A series of meetings is being arranged by UK Government officials to discuss the impacts of the proposal to leave Euratom with the devolved administrations.

The UK Government has still to provide detailed information on its proposed future arrangements, linked to its plans to leave Euratom. We shall continue to work, including in cooperation with the other three administrations in the UK, to assess the impacts of exiting Euratom as these proposals are made clear, and mitigate any negative effects for Scotland.

The UK Government has still to provide detailed information on its proposed future arrangements, linked to its plans to leave Euratom. We shall continue to work, including in cooperation with the other three administrations in the UK, to assess the impacts of exiting Euratom as these proposals are made clear, and mitigate any negative effects for Scotland.

The Scottish Government has committed £750m during the course of this Parliament through the Attainment Scotland Fund to provide targeted support for children, schools and communities to close the poverty related attainment gap.

The £45m announced on 24 July 2017 is drawn from the £50m allocated in the 2017-18 budget and is the allocation provided directly to schools and local authorities. The remaining £5m has been allocated to a range of supporting programmes.

The Scottish Government publication, Education Governance: Next Steps, said we will take steps to ensure initial teacher education (ITE) prepares students to enter the profession with consistently well-developed skills to teach key areas such as literacy, numeracy and health and wellbeing.

For the first stage in this process, I recently met with the Scottish Council of Deans of Education and the General Teaching Council for Scotland, and this work will be progressed in the coming months.

All programmes of ITE are accredited and approved by the General Teaching Council for Scotland (GTCS). The GTCS will only grant accreditation if they are satisfied that the content of courses is appropriate for a student teacher to be able to meet the requirements of the Standard for Provisional Registration (SPR). The SPR includes a requirement to demonstrate an awareness of barriers to learning, recognising when to seek further advice in relation to all learners' needs.

Education authorities and other agencies have duties under the Additional Support for Learning Act 2004 (as amended) to identify, provide for and review the additional support needs of their pupils. The Supporting Children's Learning Code of Practice explains these duties and provides detailed, practical guidance on supporting a child or young person with an additional support need.

In addition, the Scottish Government has supported the development of targeted resources to support teachers in helping children and young people reach their full learning potential.