Thank you, convener. I look forward to discussing those three topics with the committee. I will set out some context for that discussion.
On curriculum for excellence, the Government recognises and accepts that all education systems will face challenges and that Scotland’s education system is no different. However, we are starting from a position of strength, and the overwhelming majority of children and young people are performing well under curriculum for excellence.
Notwithstanding my confidence in the foundations that curriculum for excellence provides, a culture of continuous improvement that is embedded by the national improvement framework must remain a key characteristic of Scottish education. That is the means by which we will ensure that all our young people have the opportunity to excel in a way that works for them as individuals.
I am clear that we must put the child at the centre of our policies through the getting it right for every child approach and curriculum for excellence, and that we must focus on meeting the needs of every child as an individual. There is an important connection between that and the other two topics—additional support for learning and personal and social education—that the committee has raised.
On additional support for learning, Scotland has one of the most inclusive systems for provision of support in schools. We have a system that focuses on barriers to learning, and that approach makes Scotland stand out from others. The approach is well regarded throughout Europe and has been adopted by a number of other countries.
A cornerstone of our inclusive approach is the presumption of mainstreaming for pupils with additional support needs. We know that significant numbers of children, young people and their families have benefited from that inclusive approach. However, it is necessary that we ensure that the approach to mainstreaming is undertaken in an effective fashion, which is why I have commissioned a review of the guidance on mainstreaming. That is to ensure that the existing guidance reflects the legislative and policy context and succeeds in delivering on individuals’ expectations. I can confirm to the committee that the extended consultation on that guidance will begin on 19 May and will run until the end of August. That will enable individuals to respond to the issues over a long period of time.
The system in Scotland has much in it to be admired and much to be proud of, but we have to accept that no system will be perfect. I am clear that we are committed to ensuring that children receive the support that they need, and to continuing to work hard to make the system even better.
Finally, personal and social education is demonstrated through curriculum for excellence by the emphasis on health and wellbeing, essentially, which is spread right through the curriculum. Personal and social education is represented not by a single subject or class; rather, it is organised into six areas. Those areas provide an holistic view of mental, emotional, social and physical wellbeing. They are: planning for choices and changes; physical education, physical activity and sport; food and health; substance misuse; and relationships, sexual health and parenthood. PSE is a taught subject that covers aspects of planning for choices and changes and the other aspects that I have set out.
I am interested in the evidence that the committee has gathered that gives reflections on the issue. The Government has also invited the Equalities and Human Rights Committee to reflect on a number of questions related to the guidance on aspects of PSE including relationships, sexual health and parenthood, and we look forward to seeing the feedback from that committee on those questions. I also look forward to engaging with this committee on the issues and challenges that arise around personal and social education.
The Government is undertaking a range of reforms in education, and I am very happy to discuss those with the committee this morning.