Chamber and committees

I was invited to attend the November meeting of the Anti-Racism in Education Programme Board. I did attend, and met with Programme Board members, commending the work they have undertaken to date and reiterating that there is no place for discrimination or prejudice in our schools.

Last month concluded a series of summits I held with a wide range of stakeholders on behaviour in schools. The Behaviour in Scottish Schools Research was also published and considered as part of the final summit, which set out that while the majority of pupils are well behaved there has been an increase in disruptive behaviours.

I was clear in my statement to Parliament on 29 November that I encourage local authorities and schools to consider their policies in the light of the findings of BISSR.

To support local authorities and schools, we published guidance in June 2017 - ‘ Included, Engaged and Involved – Part 2 – preventing and managing school exclusions’ . This guidance gives a stronger focus on supporting positive behaviour and approaches that can be used to prevent the need for exclusion. The guidance sets out an expectation that education authorities and schools will use the guidance to revise and review existing policies and procedures on exclusion, taking account of local circumstances and involving all partners in the development of the new policy.

Education Scotland has also published a resource to support schools or local authorities who are refreshing or reviewing their relationships and behaviour policies. This guidance on developing a local relationships and behaviour policy is available at Guidance for developing a local relationships and behaviour policy (education.gov.scot) .

Finally, we are currently working with the Scottish Advisory Group for Relationships and Behaviour in Schools to develop a national action plan on relationships and behaviour which we expect to be published early in the new year. We will update parliament on the action plan in due course.

The Scottish Government is committed to protecting learning hours in Scottish schools. We are carefully considering the responses to the consultation on learning hours that closed earlier this year. We will publish our analysis of the consultation and engage further with stakeholders, including COSLA, on next steps in due course.

Last month concluded a series of summits I held with a wide range of stakeholders on behaviour in schools. Members are aware that September’s summit on relationships and behaviour in schools focused on recording and monitoring incidents. My aim from the summit process was to identify practical actions we need to make progress, including to create a culture where staff are empowered to record incidents. Local data must then be used to ensure schools both have an oversight of issues and are responding effectively.

I was clear in my statement to Parliament on 29 November that I encourage, in the strongest possible terms, more accurate recording of all incidents of inappropriate, abusive or violent behaviour in our schools.

Our national guidance on recording and monitoring bullying incidents makes clear that all schools and local authorities are expected to record all incidents of violent behaviour. Recording and monitoring plays an essential role in helping schools identify recurring patterns of behaviour and ensure early intervention and appropriate support. It is up to schools to decide how children and young people can report incidents based on local needs and circumstances, which may include anonymised reporting.

The Scottish Government is currently working with the Scottish Advisory Group for Relationships and Behaviour in Schools to develop a national action plan which we expect to be published early in the new year. I will update parliament on the action plan in due course.

The Scottish Government COVID-19 guidance for schools supported schools and local authorities in the delivery of education to support outcomes for children and young people, in a proportionate and responsible manner. This included setting out the importance of ensuring children and young people receive support when they are involved in making transitions at critical stages in their lives. The implementation of the guidance was led by local authorities in a way that capitalised on the good practice developed over the pandemic period, and which took full account of practical considerations at a local level.

The Scottish Government is currently considering the findings of the Behaviour in Scottish Schools Research and outputs from the relationships and behaviour summits, which will inform the actions that are included in the national action plan. This will include consideration of what further support local authorities may require. The national action plan will be developed in collaboration with the Scottish Advisory Group on Relationships and Behaviour in Schools and we expect it to be published early in the new year.

Education Scotland have already published a suite of practical materials to support schools and authorities, developed with teachers, on areas such as expectations and consequences, available at: Promoting positive relationships and behaviour in educational settings | Resources | Education Scotland

Education Scotland engaged with a wide variety of stakeholders including teachers to develop the practical materials which form part of the behaviours and relationships theme of its professional learning framework. Engagement and evaluation with our teacher networks and partners as well as previous participants in Education Scotland’s professional learning programmes have shaped the current offer over a two to three year period. The resources will undergo further evaluation from now until March 2024.

The Scottish Government is currently considering the findings of the Behaviour in Scottish Schools Research and outputs from the relationships and behaviour summits which, will inform the actions that are included in the national action plan. This will include consideration of what further support local authorities may require. The national action plan will be developed in collaboration with the Scottish Advisory Group on Relationships and Behaviour in Schools and we expect it to be published early in the new year.

I refer the member to the answer to question S6W-23491 on 19 December 2023. All answers to written parliamentary questions are available on the Parliament’s website, the search facility for which can be found at https://www.parliament.scot/chamber-and-committees/written-questions-and-answers

The Scottish Government collects and publishes a range of data on school leaver achievement.

Summary statistics for attainment and initial leaver destinations’ reports annually on the percentage of school leavers in positive destinations and other destinations three months after the end of the school year. The report also provides information on school leaver total attainment in terms of numbers of National Qualifications gained at SCQF Level 3 or above and the highest levels achieved in literacy and numeracy.

The latest report, published this year, showed that the total percentage of 2021-22 school leavers in a positive initial destination, such as work, training or further study, was 95.7% - the highest figure on record.

The 2023 Annual Participation Measure, published by Skills Development Scotland (SDS), shows that 94.3% of 16-19 year olds were participating in employment, education or training over the past year. This is also the highest rate recorded since this measure was introduced in 2016.