Chamber and committees

The Scottish Government is working with local government partners on the Additional Support for Learning Project Board to deliver the recommendations of the 2020 additional support for learning review by March 2026. All local authorities are considering the actions of the ASL Review, and will continue to consider the incorporation of actions within local improvement plans.

In addition, the Scottish Government is working with partners in ADES, COSLA and Education Scotland, to develop a national measurement framework which aims to support improved outcomes for children and young people with additional support needs.

This work will continue to be considered as part of the action plan and progress can be followed through the published minutes of the Project Board.

The Scottish Government is committed to ensuring that every school aged child has access to a device by the end of this Parliament.

In 2020/21, we provided £25 million to local authorities across Scotland to tackle digital exclusion, resulting in over 72,000 devices and 14,000 internet connections being distributed to children and young people to support their learning.

Local authorities have also invested in devices from their own budgets. Information from them indicates that up to 280,000 devices have already been distributed to learners across Scotland (including the 72,000 funded by the Scottish Government).

In December 2022 the Scottish Government completed discovery work to establish the current picture of digital devices and infrastructure in schools. Using the findings from the discovery, we continue to work closely with local authorities and COSLA to deliver on the commitment.

The Scottish Government does not yet have complete YPFF data for the whole period of 2022-23. We expect Health Boards to have provided this data by the end of May 2023.

The Independent Review is continuing to seek views from stakeholders from across the education landscape on how a system of qualifications and assessment can uphold the rights of all learners, including those with additional support needs.

I am aware that Professor Hayward has met Angela Morgan, Chair of the Review of Additional Support for Learning Implementation, and has visited a range of schools where additional support needs have been specifically discussed. In addition, Professor Hayward has also spoken directly to young people with additional support needs.

The Review is scheduled to report to the Scottish Government by the end of May 2023.

The Scottish Government is working with local government partners on the Additional Support for Learning Project Board to deliver the recommendations of the 2020 additional support for learning review by March 2026. As outlined in our updated action plan published in November 2022, we are committed to enhancing implementation of additional support for learning including co-ordinated support plans. This work will be considered as part of the review of the statutory guidance on additional support for learning, which is already underway.

Progress can be followed through the published minutes of the Project Board.

The final report by the Short Life Working Group on Co-ordinated Support Plans sets out the key issues and barriers to CSP implementation.

Information on Social Care Eligibility and Waiting times is collected and published by the Scottish Government. This is publicly available via the following link: Social Care Eligibility Criteria And Waiting Times, Scotland, 2020-21 - gov.scot (www.gov.scot)

Many Local Authorities have reported difficulty in providing the information asked for in this data collection, which has had a significant impact on the robustness of the information available for analysis. We have been working with Public Health Scotland (PHS) to consider the future of this data and are developing plans to capture waiting times data within existing Social Care collections returned to PHS, aiming to make it more straightforward for partnerships to provide data, and in turn resulting in more complete and consistent data in the future.

The introduction of biometric identification systems is a matter for local authorities and schools to decide upon at local level.

Our position is clear that the views of parents, pupils and school staff should be taken into account as part of any decision-making process to introduce and implement biometric identification systems. Furthermore, information collected through a biometric system must, like all personal data, be processed fairly and lawfully in line with data protection law.

The Scottish Social Services Council, as the regulator of social care services, publishes an annual report on the social services workforce which can be found on their website here: Scottish Social Service Sector: Report on 2021 Workforce Data (sssc.uk.com) .

Their latest report shows that, at the end of 2021, there were more than 208,000 people working in the social services workforce.

I refer the member to the answer to question S6O-02113 on 19 April 2023 The answer to the oral parliamentary question is available on the Parliaments website, the Official report can be viewed at: Meeting of the Parliament: 19/04/2023 | Scottish Parliament Website

Attainment in literacy in Scotland’s schools remains strong. The 2021/22 Achievement of Curriculum for Excellence levels (ACEL) data demonstrates that approaches to COVID recovery in education are working.

Data on ACEL showed a record increase for 2021-22 in the proportion of primary school pupils achieving the expected levels of literacy. Comparing 2021/22 levels with 2020/21, primary literacy attainment was up 4 percentage points to 71%. In terms of the poverty related attainment gap, 2021-22 ACEL data also showed a record decrease in the gap between primary literacy levels, which are now more similar to pre-pandemic levels. 2022 exam results show a Higher English pass rate of 81.3% which represents an increase of 7.9 percentage points compared to 2019 when exams were last held. English is the most common subject at National 5 and Higher. In addition, the Policy Prospectus launched in April by the First Minister, includes a commitment to re-joining the Trends in International Mathematics and Science and Progress in International Reading Literacy studies. Participation in international surveys enables countries to share important information about their educational policies and practices and how these foster educational progress.