Chamber and committees

The Scottish Funding Council (SFC) provides funding to College Employers Scotland (CES) to support a fair and sustainable implementation of National Pay Bargaining through a shared partnership agenda and work plan with the trade unions.

In terms of objectives of CES, these are outlined in their business case to SFC for funding as follows:

1.Put in place a clear and visible strategy for the employers;

2.Engage positively and proactively with our key stakeholders;

3.Create a clear identity, brand and voice for the Employers’ Association which differentiates it from Colleges Scotland, and be effective in our communications, both internally within the sector and externally, promoting its value and achievements;

4.Ensure the employment services team can deliver the workload expected of them to service the Employers’ Association and National Joint Negotiating Committee (NJNC).

The summary report on access to counsellors in secondary schools and children and young people’s community mental health services for the period January to June 2023 has now been published on the Scottish Government website at: Access to counsellors in secondary schools and children and young people’s community mental health services – summary reports - gov.scot (www.gov.scot)

All local authorities are under a statutory duty to ensure their menus comply with the standards set out in The Nutritional Requirements for Food and Drink in Schools (Scotland) Regulations 2020. What food and drink they choose to include on their menus, including fresh produce, is a matter for each local authority taking into account local needs and preferences.

As part of the Scottish Government's response to the Education, Children and Young People Committee's Inquiry on Additional Support for Learning, I committed to engage with our partners to consider this issue further.

My officials engage with the Royal College of Speech and Language Therapists as well as our wider partners on a regular basis and I will provide an update to the Committee on the outcome of these considerations in due course.

The Royal College will be invited to attend the Scottish Advisory Group on Relationships and Behaviour in Schools to ensure they can contribute to the delivery of our Relationships and Behaviour in Schools National Action Plan.

The UK Withdrawal from the European Union (Continuity) (Scotland) Act 2021 is one means by which the Scottish Government implements its alignment policy. The section 1(1) power has been used once to introduce secondary legislation, in respect of The Public Water Supplies (Scotland) Amendment Regulations 2022.

This legislation, laid on 22 December 2022, aligns with the EU Drinking Water Directive 2020/2184 (Recast) on the quality of water for human consumption. This Directive is designed to protect water intended for human consumption (“drinking water”) from source to tap, put in place measures for access to water and drive-up resource efficiency by tackling pollutants at source. This instrument also ensures alignment of health-based standards, as recommended by the World Health Organisation, and enables better reporting of these standards in Scotland.

The Scottish Government will continue to use this power if it is the most appropriate means to deliver alignment and advance important regulatory standards. If this power is used, the Scottish Government will inform parliament through the agreed reporting process.

Local authorities are under a statutory duty to comply with the standards set out in the Nutritional Requirements for Food and Drink in Schools (Scotland) Regulations 2020 when designing menus. How they do this is a matter for local decision making taking into account local needs and priorities. The Scottish Government provides advice via ‘Better Eating, Better Learning’ guidance and encourages local authorities to involve pupils, parents and carers in menu development in order to take account of local preferences and feedback as they design new menus and encourage uptake.

We have committed to refresh the Supporting Children’s Learning Code of Practice during this parliamentary term. We have been working collaboratively with a range of education partners and policy areas over the past 19 months, to ensure it continues to fully support schools and local authorities to fulfil their duties under the ASL Act. An update on progress was set out in our third progress report, published in November 2024.

In alignment with my response to the Education, Children and Young People Committee, a public consultation will be held in early 2025, providing an opportunity for wider stakeholders with an interest in the Code of Practice to share their views.

Compliance with the standards set out in the Nutritional Requirements for Food and Drink in Schools (Scotland) Regulations 2020 is monitored by Education Scotland Health and Nutrition Inspectors as part of their school inspection programme, helping to ensure that children and young people are provided with balanced and nutritious food, drink and meals to support their healthy growth and development.

The Scottish Government uses a range of data and evidence to measure literacy rates among school pupils.

Achievement of Curriculum for Excellence Levels (ACEL), data, which is based on teacher judgement, provides information on the proportion of P1, P4, P7 and S3 pupils achieving the expected Curriculum for Excellence (CfE) levels in Reading, Writing, Listening and Talking. The Achievement of Curriculum for Excellence (CfE) Levels 2022-23 data was published in December 2023.

Data on the reading skills of 15 year olds is also collected every 3 years as part of the Programme for International Student Assessment (PISA). Scotland’s results from the Programme for International Student Assessment (PISA 2022) were published in December 2023.

Annual Summary Statistics for Attainment and Initial Leaver Destinations also contains data on the percentage of school leavers who attained literacy at each SCQF level. Scotland’s Summary statistics for attainment and initial leaver destinations, no. 6: 2024 was published in February 2024.

From 2026 onwards, Scotland will join the Progress in International Reading Literacy Study (PIRLS) to gather evidence on the progress in students’ reading achievement of pupils aged 9 to 10 years.

National Standardised Assessments produce data at: classroom, school, local authority and national levels.

The primary purpose of NSA is to provide teachers with indicative, diagnostic information about learner strengths and development needs. They provide information directly to teachers on what individual learners can and cannot do in aspects of literacy and numeracy, at a particular moment in time. Data is broken down by curriculum content, for example in literacy, data includes information on “tools for reading” and “finding and using information”.

At school level, assessment data shows how well learners perform in relation to a number of characteristics, for example free school meal entitlement, and provides information about how learners progress over time.

NSA produces aggregated data that can help local authorities by providing information to inform conversations about school improvement. It can also help identify effective practice to disseminate, as well as areas for authority wide professional learning.

At national level, anonymised data is broken down by both curriculum content and learner characteristics, e.g. gender and ethnicity. It allows the Scottish Government to identify trends, strengths, and areas for improvement in literacy and numeracy. This informs national policy, improvement priorities, and the type and level of support provided.

The Scottish Government is clear that NSA and the data they produce represent good value for money. NSA data is also valued by school staff – our 2023-24 survey of school staff who use the assessments found that over 72% agree that NSA data informs teaching and learning in their school.