Chamber and committees

I, too, welcome this debate on our children’s and young people’s education, and the focus on how we can invest in better outcomes for our young people and their future.

I agree that the recent PISA results are a matter of concern, and I welcome yesterday’s statement from the cabinet secretary and her commitment to real-terms improvements in Scotland’s education system for our young people, their parents, and the future of this country.

Nevertheless, it is imperative that we avoid examining the PISA results in isolation and that we consider the inescapable influence that austerity and the pandemic, which have been intensified by the current cost of living crisis that has been driven by the Tories, have had on our youths’ educational experiences.

That said, as a mother of three teenagers I have personally witnessed the extraordinary resilience that is displayed by our young people in navigating the challenges along their educational journey. In the face of adversity, their determination really stands out. Yesterday’s publication of “Achievement of Curriculum for Excellence (CfE) Levels 2022/23” certainly showcases that remarkable display of resilience.

The proportions of pupils achieving expected levels of literacy and numeracy have reached record highs. I welcome the notable rise in the proportion of primary pupils achieving expected levels in literacy and numeracy and, in particular, how that positive trend extends across children from the most deprived areas and from the least deprived areas. I trust that everyone in the chamber today will agree that those achievements by our young people deserve not only acknowledgment but celebration.

In the report “Upper-secondary education student assessment in Scotland: A comparative perspective” by Professor Stobart, curriculum for excellence is described as

“a pioneering example of 21st-century curriculum reform”.

That is in stark contrast to the Tories’ unfounded perspective that curriculum for excellence has failed.

Furthermore, the report “Scotland’s Curriculum for Excellence: Into the Future” stated:

“Scotland’s Curriculum for Excellence continues to be a bold and widely supported initiative, and its design offers the flexibility needed to improve student learning further”.

Again, that contradicts the notion that curriculum for excellence has failed.

In response to the recommendations for review and improvement that the OCED made in its report, the Scottish Government committed to undertaking an ambitious process of education reform that included the “Let’s talk education” initiative, which was the biggest public engagement exercise on education to have been undertaken nationally in Scotland. That exercise has ensured that learners’ needs and experiences have continued to be at the forefront of reform and of the process of shaping a future Scottish education system that truly empowers and serves our young people.

Scotland has made commendable strides in narrowing the attainment gap, and the continuous efforts in education reform aim to enhance that positive trajectory.

However, we must acknowledge the harsh reality that an increasing number of families are grappling with unimaginable financial hardships. Consequently, due to stress that is induced by poverty, a growing proportion of children and young individuals are forced to spend their educational days grappling with anxieties, fatigue and hunger, instead of enjoying the opportunities that exist for learning and play. How can we expect our youth to fully engage in education under those circumstances?

Nevertheless, within its limited powers, the Scottish Government is advancing efforts to prevent poverty from hindering the education of our children and young people. Notably, the progress encompasses initiatives including the transformative Scottish child payment, which has supported 43,885 children across Lanarkshire. That represents an investment of £62.5 million.

In addition, there is generous provision for cultivating positive family relationships and enhancing emotional health and wellbeing, and, consequently, promoting active participation in the school day. I will quote Barnardo’s Scotland, which said:

“If we uplift these children and families out of poverty, get them the right access to support and mental health then surely we can help children be ready in the class to learn”.

I completely agree.

I will make a few final points. Michael Marra and others believe that the PISA results are worth a moan, but using PISA as a stick to beat education with and, basically, rubbishing the Scottish education system in its entirety is unfair and unhelpful. It undermines the teachers and staff who are working so hard to support wellbeing, and it undermines the achievements of our children and young people, which go way beyond academic scores and exam results. Let us be mindful of how political point scoring can impact on our schools, and let us prioritise our young people’s needs.

Thank you for coming along today. I have been reading about problematic behaviour online and, anecdotally, we have heard that women councillors, in particular, are facing much more bullying and harassment. Are you looking at anything specific to address that? Are you doing any research on it?

Can I just follow that up?

If, when you look at the statistics, you find that women are facing much greater bullying and harassment from colleagues on social media, will you look at putting in some training or working with the Improvement Service in that respect?

I declare that I was previously a councillor at South Lanarkshire Council.

I fully support the Scottish Government’s hard work to successfully reduce pupil exclusions, including removal from school registers, while maintaining education and support when exclusion is necessary and proportionate. However, in “Behaviour in Scottish Schools: research report 2020-23”, teachers warn that a “lack of consequences” is fuelling unacceptable behaviours. Can the cabinet secretary provide reassurance that schools and local authorities can act to exclude a pupil when their persistent, aggressive and violent behaviour poses a risk and an on-going threat to the wellbeing and safety of another pupil?

I, too, am pleased to speak in the debate as a member of the Education, Children and Young People Committee. As others have done, I thank all the people who generously gave evidence to the committee, and I thank my colleagues and the committee clerks for all their hard work. In particular, I thank Pam Duncan-Glancy for her tireless campaigning, which truly champions the rights of disabled people. That campaigning goes beyond the bill.

From the outset, I have been supportive of the need to address the huge challenges around transition. Although I am not convinced that the general principles of the bill are the right approach, I whole-heartedly agree that the Scottish Government must, as a matter of urgency, address the real and serious challenges.

In evidence sessions, our committee learned that transition planning for disabled people is often an afterthought, with overlooked or rushed transition plans resulting in many young individuals being directed down paths that do not really align with their personal aspirations. In truth, it is difficult to see those as positive destinations. Transitions can happen organically, with time incorporated to explore more meaningful avenues that pave the way for achieving individual goals and aspirations.

During our committee visit to Buchanan high school in North Lanarkshire, which has been mentioned a couple of times in the debate, we saw that working at ground level. I vividly remember that inspiring example of multi-agency teams working together to guide pupils through sustainable and positive destinations that went beyond school. One example was an autistic pupil with dreams of becoming an airline pilot. The school arranged a visit to the airport. As well as being fascinated by the planes, that young man was intrigued by the baggage system, and is now happily working as a baggage handler. I am sure that we would all agree that that is an excellent outcome.

Although I acknowledge that the bill underscores the importance of taking a person-centred approach to transition planning, I believe that legislative measures alone cannot capture the essence of such examples of kindness and relationships that truly make a difference in a young person’s life. Throughout our evidence sessions, we heard again and again that families had good experiences when individuals stepped up to support them—individuals who listened and focused on their views and their wishes. Embedding strategies with a holistic focus on advocacy and supportive relationships will be key in moving forward. The successful principles into practice trials emphasise that need for young people to develop stable relationships, and the learning from those pilots needs to be fed into the Scottish Government’s national transitions to adulthood strategy. An important aspect that we must also address is accountability, so I am keen to hear more from the minister on that.

Other members have commented on legislation. Lead Scotland told the committee:

“Despite the existing legislation and expectations on professionals, poor transition experiences are still regularly reported ... we do not believe introducing a new law can be a silver bullet to overcome the layers of complexity transitions presents.”

The truth is that the additional legislation that is outlined in the bill will not bring about the changes that I feel that Pam Duncan-Glancy desires.

We have heard today that, with the best will in the world, a transition plan is only as meaningful as the resources that are allocated to back up its delivery. That was also highlighted in evidence. To quote the National Autistic Society, the success of any strategy depends on

“the quality of services and support”—

and education and training options—

“currently available in a local authority area.”

We need to be clear that the Scottish Government’s transitions strategy must robustly address resourcing.

The reality is that we need not a new law but a fresh approach that develops a supportive culture and ethos combined with the resources that are needed to plan, co-ordinate and deliver services. To close the gaps that disabled people face, the Scottish Government must listen carefully, take disabled young people’s views seriously and embed a strategy that works for and with them. It also needs to be flexible. That is real empowerment.

Although I am not convinced that the bill in its current form will meaningfully address that gap, it is fantastic to see cross-party support for the intentions behind the bill. I am grateful to Pam Duncan-Glancy for all her work. The bill, and the evidence that has been gathered, have provided the momentum for changes that must be at the core of the Scottish Government’s work in the area. As others have asked, I ask what can be done now as we wait for the full strategy next year.

People are understandably seeking more affordable alternatives as the cost of winter heating soars. However, Asthma and Lung UK Scotland has highlighted the negative impacts of domestic burning on respiratory conditions and how domestic burning increases levels of dangerous pollutants, including carcinogenic emissions. Can the minister outline what steps the Scottish Government is taking to raise public awareness of the adverse impacts of domestic burning and any measures that are in place to promote healthy, affordable and environmentally friendly heating methods?

I thank the panel members for their comments so far. I will go to Fraser McKinlay first, although the other panel members are welcome to come in, too.

As we have heard, the oversight board report talks about the perception that the Promise is a social work role, which has led to challenges with multi-agency working. What work has been done with schools to help them to realise the Promise and what more could be done in that area?

If I can just go back a bit, Mike, and talk about schools and about Glasgow learning from what has been happening in North Lanarkshire—I have seen some of that work and it is fantastic. What has been done to ensure that other areas are learning from the good practice, not just in North Lanarkshire and Glasgow but right across the board?