Chamber and committees

The Scottish Government’s Primary care Directorate meets weekly with the Scottish General Practitioners Committee of the BMA to discuss a range of issues including Covid related issues such as long Covid.

NHS Boards are developing pathways according to local services and the needs of their respective populations, to support people with long COVID. We continue to invest in and expand multidisciplinary teams in primary care consisting of health and care professionals that play a key role in the provision of rehabilitation services.

Since the publication of the rehabilitation framework in August 2020, we have established a National Advisory Board to oversee its implementation.

The rehabilitation programme is currently undertaking a significant scoping exercise through a self-assessment process to understand the current status of rehabilitation services in Scotland, from the perspective of the staff working in them.

The self-assessment tool has been circulated to all NHS Boards, Health & Social Care Partnerships, third sector organisations, and Leisure Trusts as part of Local Authorities.

The outputs from the self-assessment tool along with demand and capacity data will help us shape priorities, understand challenges and opportunities and inform funding decisions.

The most recent long COVID statistics published by the Office for National Statistics on 1 July 2021 state that, over the four-week period ending 6 June 2021, an estimated 962,000 people living in private households in the UK reported experiencing long COVID (symptoms persisting more than four weeks after the first suspected coronavirus (COVID-19) episode that are not explained by something else). Of those people, an estimated 81,000 lived in Scotland. Detailed estimates by age are available for the UK at Prevalence of ongoing symptoms following coronavirus (COVID-19) infection in the UK - Office for National Statistics (ons.gov.uk) .This detail is not available for Scotland.

We do not currently have for Scotland a breakdown of people experiencing symptoms of long COVID by age, or according to whether or not they were originally hospitalised due to the virus. We are working with the EAVE II project, on which the University of Edinburgh and Public Health Scotland collaborate. Funded by the Medical Research Council, this project used pseudonymised GP and other patient data to track the COVID-19 pandemic as it unfolded across Scotland. This dataset is now being used in a separate project funded by the Chief Scientist Office to investigate long COVID, and will generate analysis of people assessed as having long COVID. Early results will be available later in 2021.

Yes, the Scottish Ferry Services Plan (2013-2022) which will be replaced by the Islands Connectivity Plan at the end of 2022.

Scottish Ferry Services: Ferries Plan (2013-2022) (transport.gov.scot)

Education Scotland’s scrutiny programme includes inspection of special schools and units within mainstream schools which provide specialist provision, including for those with autism. During all school inspections, HM Inspectors of Education evaluate the quality of provision for children, including those with additional support needs. Units within mainstream schools, standalone special schools and independent special schools are inspected by HM Inspectors of Education with specialist knowledge and experience.

HM Inspectors also focus on how well a school is performing, the impact it is having on improving outcomes for children and young people and the capacity for continuous improvement. This includes consideration of the outcomes for those learners requiring additional support. HM Inspectors take into account the context and nature of the school, its children and young people and their needs.

HM Inspectors use a set of standards to evaluate and report on quality and improvement in Scottish education. When inspecting schools HM Inspectors of Education use a selection of quality indicators from the quality framework ‘How good is our school?’ (4th edition) (2015). During inspection, HM Inspectors of Education focus on children’s and young people’s learning experiences within and beyond the classroom; their achievements, and how the school is ensuring these are of the highest possible quality. This includes those children and young people with additional support needs. HM Inspectors of Education observe learning first hand and discuss learning with learners and staff. This includes specialist support staff who provide individual or group support to learners requiring additional support for learning.

HM Inspectors of Education also seek the views of a wide range of stakeholders, including parents, staff, learners, and partners, through online questionnaires and focus group discussions. There are opportunities for stakeholders to comment on the quality of support provided. Questionnaires are adapted and distributed in different forms to enable all learners to access and complete these. In addition, HM Inspectors also engage in direct conversation with learners to discuss their views and experiences.

HM Inspectors of Education publish a report of their findings in the format of a letter for parents and a more detailed document outlining the findings in a Summarised Inspection Findings document. Both these documents and the inspection questionnaire summaries are published on Education Scotland’s website.

The mental health and wellbeing of children and young people is an absolute priority for the Scottish Government. We are committed to improving support for children and young people’s mental health, in order to ensure early intervention and prevention of suicide.

We know that schools play a key role in supporting children and young people’s mental health. The Mental Health in Schools Working Group recently developed a new mental health professional learning resource for all school staff to assist in responding to and supporting children and young people’s mental health in schools. Education Scotland has also provided tools and guidance for school staff to further strengthen support to children and young people.

We want to make sure anyone who needs support can get access to appropriate services. The provision of Educational Psychologists, school counselling services and school staff are a key part of the support being offered across schools in Scotland. We continue to support our local authority partners with £16 million in funding to ensure that every secondary school has access to counselling services.

We are committed to ensuring that all children and young people get the additional support that they need to reach their full learning potential, and recognise the particular challenges of Covid-19 for them.

Education Scotland, in collaboration with Head Teachers, published a range of information and guidance for learners with complex additional support needs, including autistic learners, to help parents support their child’s learning at home. This includes accessible learning resources for parents to use with their child at home

In June 2020 we published COVID-19 support for continuity in learning guidance , which states that local authorities should look to identify and offer suitable support to families and carers who may be facing additional challenges in regards to home learning. This guidance was further updated, in March 2021.

The Scottish Government also funds Parent Club, who provided advice for parents on their website. This advice includes : supporting children and young people with additional supports needs ; supporting your child’s mental health during coronavirus home learning and helping your child with home and blended learning.

Children and young people with complex additional support needs were prioritised within the phased approach to the return to school. They were able to return to school, first, from 5 January 2021, in recognition of the impact of covid-19 to their learning and wellbeing.

The Scottish Government COVID-19 guidance for schools currently states that at level 0, children and young people can engage in all drama, music, PE and dance activity in schools. For all activity, schools, practitioners, and pupils should be aiming to maintain appropriate mitigations, particularly the higher standards of hygiene and ventilation than were present pre-Covid. This guidance will be updated should this position change prior to schools returning in August.

The Advisory Sub-Group on Education and Children’s Issues has concluded that the previous position on self-isolation for children and young people as contacts was not commensurate with the risk going forward and should be revised to exempt all children and young people from isolation as close contacts unless they are symptomatic or have a positive test. The sub-group concluded that, when a COVID-positive case is identified, school-aged close contacts should be advised to book a PCR test as soon as possible, and only end self-isolation and return to school if/when they receive a negative PCR test result. Further details of the sub-group’s conclusions can be found in their recently published advice .

Updated guidance on reducing the risks in schools published on 3 August details changes to self-isolation for schools in line with sub-group advice, which apply from 9 August onwards.

The Scottish Government does not hold any data on the number of teachers with specialised training in supporting pupils with additional needs. Table 1 shows the full time equivalent of teachers which have listed an ASN related subject as their main subject in the 2020 staff census.

Scottish Forestry issued new guidance Cultivation for Upland Productive Woodland Creation Sites – an Applicant’s Guide on 27 th July. This guidance ensures that forestry practice is based on the latest research evidence from Forest Research on the impact of forestry ground preparation on soils. The research on which it is based is appended to the guidance.

I refer the member to the answer to question S6T-00019 on 26 May 2021. The answer is available on the Parliament's website at: Official Report - Parliamentary Business : Scottish Parliament