That point about training being embedded and on-going leads on to the point about coaching that Glenn Carter has raised several times this morning.

Ben Macpherson and Willie Rennie have supplementary questions.

Thank you, Ben. I was conscious that the planning element is coming up, but that is okay. Does anyone else want to comment on Ben Macpherson’s questions?

Suzi Martin, do you have anything?

Can you direct your question to a panel member initially, please?

We cannot afford to think that curriculum for excellence, which was introduced in 2010-11, will still be fit for purpose by the end of this century. Indeed, it is terrifying to think that those who are entering our early years provision now will still be working at the end of this century. Societal changes are happening at breakneck speeds, and digital evolution is at the very front of those changes.

In thinking about the speed of technological evolution, I googled “breakthroughs in 2010”, and up came an article from Business Insider from December 2010 on the most groundbreaking inventions of that year. Number 1 was the iPad. Why was it groundbreaking? The article said:

“The iPad is the first widely used touch-screen tablet and, according to one analyst, it is ‘the fastest-selling nonphone gizmo in consumer-electronics history.’

The iPad is so influential, clothes and bags are being customized to carry it easily. Larger than a cellphone and lighter than a laptop, the iPad is transforming the way people work on the go.”

We all know what happened to the iPad.

In technology and society, things must move on and rapidly evolve and adapt, which is why Scottish Conservative members understand and accept the need for education reform, which should be taking place at pace. What that reform might look like is very much up for discussion, which is why having cross-party support for the premise of accepting change is essential and a critical first step in the process.

Let us not forget that, under the Scottish National Party Government, education has gone backwards in international rankings; scores in maths, science and reading are at an all-time low; almost half of Scottish schools have not been inspected in 10 years; and there has been a failure to make significant progress in closing the elusive attainment gap. Previous attempts by the SNP to lodge an education bill were abandoned, despite education being called a flagship policy. Teacher numbers are down by more than a thousand since the SNP came to power—in 2007, there were 55,100 teachers; in 2023, there were 54,033, with the threat of more losses in Glasgow, where teacher numbers are likely to reduce by more than 400 in the next three years The SNP has failed to deliver free school meals for all primary school children, despite promising to do so by August 2022. Entries in science subjects at higher level are at their lowest of the past five years.

As I have stated previously, it is now a question of what reform might look like and the pace at which change is implemented. We heard that, in the period just after the pandemic—if such a period can be defined, to be frank—there was a significant appetite for change from those who work in the profession. Now, we are aware of widespread concerns that teachers have highlighted about aspects of the review. For example, 57 per cent of teachers disagree with scrapping exams for S4 pupils, so we have to be careful. It is imperative that the implementation of any of the review’s recommendations is done in conjunction with teachers. Let us not forget the critical role of parents, pupils and other staff, whose voices are equally important when changes are considered. That collaborative approach will ensure that the reforms are not only well informed but reflective of the practical realities in classrooms across Scotland.

We want to see urgent action to reverse the decline of Scottish education, instead of more dithering and delay. It is essential to prioritise pupils’ needs throughout the process. We cannot follow a reform agenda that results in the status quo; our young people and schools have been let down far too often before.

I call for no more extensive and costly reviews, which lead to frustrating delays. Other countries are striving ahead with their education reform agenda and it is time that the SNP Government got in the race. We cannot afford to let our children down; after all, they are the future. We have to equip them with the skills to face the rapidly evolving future that is ahead of us.

That is very convenient. Thank you.

Who would like to go first?

We have spoken about the presumption of mainstreaming. How is that understood by the parent population? How is it implemented in schools, particularly in those with additional support for learning hubs? Here, in Edinburgh, there is currently an issue whereby parents are being told that their children cannot go to schools with enhanced support bases because the council has made a decision to roll out additional support provision to every school. Again, the issue is communication. How is the duty on mainstreaming understood and implemented on the ground so that parents understand what is happening in schools?

My second question is about the flexibility provided by hybrid models, which Peter Bain mentioned. I have heard that such flexibility is not being offered, whereas it should be if we are to allow as many people as possible to take part in education. Will you comment on that?

That was nice and short. I like short, succinct questions from my colleagues.