Chamber and committees

As set out in the Scottish Government’s response to Professor Muir’s report, the move of the inspection function to the new Chief Inspector will work alongside existing ministerial commitments to the Scottish Funding Council’s (SFC) Tertiary Quality Enhancement Framework (TQEF), which is being implemented from Academic Year 2024-25.

The TQEF has been co-designed, developed and implemented by the SFC in partnership with the Quality Assurance Agency (QAA), Education Scotland and other stakeholders.

In order to fulfil its existing statutory responsibilities for quality assurance and enhancement of colleges and universities, the SFC commissions the QAA and Education Scotland to support this work on its behalf.

Under the Education (Scotland) Bill, the Chief Inspector will have the power to enter into an arrangement with the SFC in order to support the latter’s statutory functions.

The following members of the Cabinet have visited a college in the last year:

• John Swinney MSP, First Minister
• Kate Forbes MSP, Deputy First Minister and Cabinet Secretary for Economy and Gaelic
• Shona Robison MSP, Cabinet Secretary for Finance and Local Government
• Neil Gray MSP, Cabinet Secretary for Health and Social Care
• Jenny Gilruth MSP, Cabinet Secretary for Education and Skills
• Gillian Martin MSP, Acting Cabinet Secretary for Net Zero and Energy
• Fiona Hyslop MSP, Cabinet Secretary for Transport
• Mairi Gougeon MSP, Cabinet Secretary for Rural Affairs, Land Reform and Islands
• Angela Constance MSP, Cabinet Secretary for Justice and Home Affairs

Excepted establishments are a subset of relevant education establishments. Both terms are defined in Section 31 of the Education (Scotland) Bill. Only some of the Chief Inspector’s powers apply to excepted establishments.

Colleges are an excepted establishment. This means that the Chief Inspector will have the power to inspect colleges that provide fundable Further Education, but only at the request of Scottish Ministers under section 30(2)(c), or by voluntary arrangement (section 32 of the Bill). This will enable the current arrangement with the Scottish Funding Council to continue.

The Scottish Government will provide a full response to the Committee’s report within two months of its publication as consistent with Parliamentary Guidance.

Education authorities have duties under the Additional Support for Learning Act 2004 to identify, provide for and review the additional needs of their pupils.

Where a young person needs support from other agencies to transition from school, the authority should work with those agencies, taking into consideration the views of the young person, to establish the support required and ensure it is put in place.

Skills Development Scotland’s careers advisers work closely with local schools to support young people with additional support needs, including disabled young people and this is captured in their school partnership agreements and close work with guidance and pastoral care to identify the young people who require more intensive support. They also offer support to transition planning and take an individual centred approach.

When a young person is expected to leave school the education authority has a duty to request and share information within specific timeframes to help support their transition. This should take place no later than 12 months before the expected leaving date. They must provide information to other agencies no later than six months before a child or young person is expected to leave school. Local authorities are encouraged to prepare for children and young peoples’ transitions wherever possible in advance of these timeframes.

All planning and support for disabled children and young people should be underpinned by ‘Getting it right for every child’ (GIRFEC) – Scotland’s holistic approach to upholding the rights and wellbeing of our children and young people. Using the GIRFEC approach, practitioners and lead professionals should support a child or young person's wellbeing through transitions by working alongside them and their family, and other practitioners involved in transition planning. They should ensure the views and rights of the young person and family are considered in decisions throughout a transition. Effective transfer of information between services during transitions, in line with information sharing guidance, is also essential to achieving successful outcomes for the child or young person and their family.

The Scottish Government will provide a full response to the Committee’s report within two months of its publication as consistent with Parliamentary Guidance.

The Scottish Government remains committed to an all-age careers information and guidance offer that supports all people, including the specific needs of disabled and neurodiverse young people to progress rewarding careers.

In regards to training for teaching staff, we are working closely with local government partners to improve the experience of children and young people with additional support needs at school, implementing the recommendations of the 2020 review of additional support for learning Supporting documents - Additional support for learning: action plan - gov.scot (www.gov.scot). In November 2022, an updated action plan Additional Support for Learning review: action plan - November 2022 update - gov.scot (www.gov.scot) was published alongside a second progress report Additional Support for Learning review action plan: second progress report - gov.scot (www.gov.scot). A further update is due to be published in the coming weeks.

Furthermore, Skills Development Scotland (SDS) are developing a new Continuous Professional Development (CDP) framework for careers practitioners with dedicated elements supporting transition support for disabled individuals. SDS also have mandatory internal learning highlighting Equality Responsibilities for all staff.

All planning and support for disabled children and young people should be underpinned by ‘Getting it right for every child’ (GIRFEC) – Scotland’s holistic approach to upholding the rights and wellbeing of our children and young people.

Monitoring will be expected as part of the grant award process. Successful applicants will be informed in due course.

The Scottish Government does not hold this information. We are currently analysing bids to the School Meal Debt Fund and following up with local authorities on the information provided.

Reporting will be considered as part of the grant award process.

The Student Mental Health and Wellbeing Working Group’s remit was to inform the development of a Student Mental Health Action Plan as set out in our 21-22 Programme for Government. The Action Plan was published in September 2024.

We are considering how best to support delivery of the Action Plan, including oversight and support.

We will shortly be engaging with the higher and further education sectors and health and other public and third sector organisations to update them on next steps and request their support and participation going forward.

Local authorities were asked to consider whether they wished financial support to cancel school meal debt while adhering to guidance produced by COSLA on the issue. Local authorities are expected to use any grant for the purpose of clearing school meal debt and that in accepting the offer of funding, local authorities will agree to adhere to the COSLA Good Practice Principles for School Meal Debt Management in their management of school meal debt going forward. The COSLA Good Practice Principles are available through the following web link: Good-Practice-Principles-for-School-Meal-Debt-Management.pdf (cosla.gov.uk)

Local authorities were asked that any bid included details of the amount of school meal debt accrued as of 31 March 2024, as well as the amount that they were seeking to write off. This could include any debt that the local authority has cleared prior to that point.