Chamber and committees

The table below sets out the ethnic mix of applicants for vacancies in the Executive in each year since 1999, broken down by grade and expressed also in percentage terms.

	Total Applications Received	Applications received from Minority Ethnic Candidates
Year/Grade
1999
Band A	3,569	56
		1.60%
Band B	5,796	120
		2.10%
Band C	1,081	18
		1.70%
SCS	179	5
		2.8%
2000
Band A	3,084	35
		1.10%
Band B	3,109	119
		3.80%
Band C	1,397	34
		2.40%
SCS	519	0
		0.00%
2001
Band A	3,650	78
		2.10%
Band B	4,810	175
		3.60%
Band C	786	18
		2.30%
SCS	148	*
		*
2002
Band A	496	8
		1.60%
Band B	530	33
		6.20%
Band C	1,600	29
		1.80%
SCS	118	*
		*
2003
Band A	848	21
		2.50%
Band B	2,732	124
		4.50%
Band C	1,224	26
		0.90%
SCS	175	6
		3.43%
2004
Band A	81	*
		*
Band B	737	32
		4.34%
Band C	75	*
		*
SCS	860	16
		1.86%

Notes: *Figures marked with an asterisk cannot be published separately to preserve confidentiality.

The Manual of Good Practice in Special Educational Needs identifies the key features of effective practice in developing Individualised Educational Programmes (IEPs) for children and young people with special educational needs, including autism. The manual can be viewed at

http://www.scotland.gov.uk/library5/health/gpsenm-00.asp.

In addition, the Scottish Executive has funded extensive training on the development and use of IEPs through the Success For All project. The handbook, developed as part of the project, contains guidance on the key principles for planning, designing and implementing IEPs and for setting appropriate targets. The handboook and more information and guidance on IEPs can be found on the Learning and Teaching Scotland website at http://www.ltscotland.org.uk/inclusiveeducation/.

Education authorities have to operate within the legislative framework of the Education (Scotland) Act 1980 and the Standards in Scotland’s Schools etc. Act 2000.

The 1980 act requires them to secure adequate and efficient provision of school education for their area and this includes provision for special educational needs. In fulfilling that duty, it has been prescribed that schools must be open for at least 190 days. The 2000 act gives every school age child the right to be provided with school education and that education provided to a child or young person must be directed towards developing the child to their fullest potential.

There is no specific requirement in the framework to provide year-round education. It is for local authorities to determine how they discharge their statutory responsibilities and, in particular, the nature, extent and timing of the provision they make for the special educational needs of an individual child.

Education authorities do not have a duty to provide year-round education to any pupils. It is for local authorities to determine how they discharge their statutory responsibilities and, in particular, the nature, extent and timing of the provision they make for the special educational needs of an individual child.

The handbook accompanying the Scottish Executive’s Success For All project contains an example of the possible content of an IEP and can be found at http://www.ltscotland.org.uk/inclusiveeducation/. The targets set in the IEP were compiled using the elaborated curriculum frameworks and autism specific approaches. In addition, the Learning and Teaching Scotland website contains several case studies.

The Children (Scotland) Act 1995, The Education (Scotland) Act 1980 and the Standards in Scotland’s Schools etc. Act 2000 are all part of the legislative framework that a local authority has to operate within.

The 1995 act places duties upon the local authority with respect to children who are in need. The 1980 act places duties upon the local authority as education authority with respect to children in their area who have pronounced, specific or complex special educational needs and who require continuing review and to open and maintain a record of needs.

The way the different acts interplay and apply to individual children will depend upon the facts and circumstances of that child. However, statutory guidance on the 1995 act expects that whenever a range of services are provided by the local authority that there is co-ordination and communication between the service providers.

I refer the member to question S2W-10846 answered on 4 October 2004. All answers to written parliamentary questions are available on the Parliament’s website, the search facility for which can be found at http://www.scottish.parliament.uk/webapp/search_wa.

As part of the normal process of inspection, Her Majesty’s Inspectorate of Education (HMIE) consider the adequacy of provision for special educational needs, including that for autism. The Scottish Executive has commissioned HMIE to conduct a specific inspection of educational provision for autism across Scotland. This will take place over 2005-06 with some preliminary work starting later this year. It is a matter for the professional judgement of HMIE to determine how they conduct inspections. Further information on current proceduresis available at www.hmie.gov.uk.

The Quality Assurance in Initial Teacher Education document establishes a comprehensive and unitary set of benchmark statements which are the requirements of each programme of initial teacher education in Scotland. This is the standard for initial teacher education in Scotland.

The standard for ITE also sets a series of key principles and covers the curriculum, education systems and professional responsibilities, principles and perspectives, teaching and learning, classroom organisation and management, individual pupil assessment and professional values and personal commitment.

One of the benchmarks on teaching and learning sets the expectation that student teachers can demonstrate the ability to identify and respond appropriately to pupils with difficulties in, or barriers to, learning, including autism and can recognise when to seek further advice in relation to their special educational needs.

The information requested is not collected centrally.