Chamber and committees

This year the Scottish Government has increased funding for policing in Scotland by £60 million to more than £1.2 billion. This 5.1% rise, compared to 2019-20, is ensuring that Police Scotland can maintain officer numbers, enhance its community policing capability and maintain and modernise its estate.

In her statement to Parliament on 9 December 2020, the Cabinet Secretary for Finance announced an additional £8.2m funding for Police Scotland to cover COVID pandemic-related income shortfalls. This funding has been provided to the Scottish Police Authority through consequential funding generated by UK Government spending.

The allocation of these resources across policing priorities, including to support staff homeworking during the COVID-19 pandemic, is a matter for the Scottish Police Authority and the Chief Constable to determine. The Scottish Government is supportive of Police Scotland’s commitment to put measures in place to support its workforce during the COVID pandemic. These include flexible working including working from home, provision of laptops and changes to working patterns. Additionally, police staff can access a range of services to care for their physical and mental health through the “Your Wellbeing Matters” programme.

The decision to introduce these restrictions was based on clinical and expert advice provided by the Scottish Government COVID-19 Advisory Sub-Group on Education and Children’s Issues as to the public health risks of the new strain of the COVID-19 virus. We recognise that as a result of the latest public health guidance most private, voluntary or non for profit day care of children services are open only for small numbers of children, and we are aware that this can create financial pressures for providers.

That is why temporary financial support will be available to those services who are currently only permitted to operate for vulnerable children or those of key workers, to help mitigate the reduction in income resulting from operating below capacity and to ensure these settings can remain open.

Support will be provided through grants to services that are delivering childcare to key worker and vulnerable children during the temporary restrictions.

Services that choose to close over this period will be able to draw on support from the Coronavirus Job Retention Scheme.

We have also agreed with local government that the payments for funded ELC should continue during the period of additional restrictions, even for those children who are not able to attend, to ensure that local capacity is retained ensuring sustainability for the future delivery of ELC.

We are also aware that many childminders continue to encounter challenges and that some may be experiencing a drop in demand for their services despite being able to remain open.

The Scottish Government is continuing to work with the sector to determine how best this additional support for childminders who are most affected by the Covid-19 pandemic can be delivered.

The draft new air quality strategy for Scotland sets out several proposals relating to the domestic combustion of wood. The proposals focus on correct use of fuels and appliances through education and awareness raising, together with controls on the sale of wet wood and a consideration of whether any changes are required to current permitted development rights for woodburning stoves and biomass boilers.

These proposals can be viewed in more detail in the consultation paper on the draft strategy at https://www.gov.scot/publications/cleaner-air-scotland-2-draft-air-quality-strategy-consultation/ The strategy will be finalised and published following conclusion of the consultation on 22 January 2021, taking into account any responses.

We are continuing to develop and implement plans for monitoring the impacts of face coverings on children and young people. These form part of wider arrangements for ensuring an understanding of the impacts of COVID-19 and risk mitigation measures in schools and on children and young people. We are developing these arrangements in a proportionate and adaptable way given the fast changing nature of the situation with the virus.

Our approach to understanding the broad impacts of all mitigations on levels of infection and transmission, which we will continue to build upon to cover issues around face coverings, includes the following key sources of information and evidence:

• Public Health Scotland currently collect and publish testing and case data for children and young people.
• The Scottish Government collects and publishes attendance and absence data.
• An infographic providing a weekly snapshot of current COVID-related data in relation to children and young people, such as the number of tests and positive cases reported, and the attendance and absence of both children and staff in childcare and school settings. This information is reviewed on a weekly basis by the COVID-19 Education Recovery Group (CERG).

We are also regularly reviewing the existing and emerging evidence base on face coverings and other restrictions for children and young people. We have commissioned or supported a number of surveys or focus groups to add to the existing evidence base. Some have reported, while others are forthcoming. They include the following:

• We are commissioning an omnibus survey of secondary school pupils running in January 2021 which will include questions on awareness of face coverings requirements, attitudes towards requirements and wellbeing impacts of face-covering requirements.
• Regular polling on COVID-19 has included questions on parents’ awareness of guidance for children and young people, as well as attitudes to restrictions and requirements.
• We supported the Scottish Youth Parliament, YouthLink Scotland and Young Scot to deliver Lockdown Lowdown 2, which included a number of focus groups with vulnerable groups that explored views on face coverings among other issues.
• We are working with Public Health Scotland on a second wave of COVID-19 Early Years Resilience and Impact Survey which will include questions around face coverings and children under 7.

We are also currently working with Young Scot to establish a national ‘learner - education recovery panel’ of 15 children and young people, ages 9 to 18. Young Scot will support the panel to meet on a monthly basis, feeding directly into the CERG.

The CERG considers stakeholder feedback, including from public health and educational experts, on the impact and effectiveness of risk mitigation measures in schools on a weekly basis. This supports our qualitative understanding of the experiences of children and young people, parents and staff. We have worked with the Scottish Youth Parliament to identify and support a young person to join the CERG and the current Scottish Youth Parliament vice-chair sits on the group to gather, represent and directly feedback the voices and views of children and young people.

As this evidence is collated and assessed over time, our expectation is that it will provide a useful basis on which to adjust or amend policy and guidance as appropriate.

Analysis of the impact of pupils not in school due to a Covid-19 related reason, and fairness of assessment can be found in our published dashboard: https://public.tableau.com/profile/sg.eas.learninganalysis#!/vizhome/COVID19-SchoolsandChildcareInformation/Introduction

The dashboard shows the percentage attendance and the percentage of openings for pupils not in school due to a Covid-19 related reason by sex, SIMD and Ethnic Background. It also shows the percentage of time pupils have not been in school due to a Covid-19 related reason and the percentage of time pupils have been in attendance between 17 August and 24 November. This data, alongside discussions with a wide range of stakeholders, has helped inform our approach to assessment policy in 2021.

On 7 October, I announced that National 5 exams would be cancelled in 2020-21 and I was clear that a decision on the Higher and Advanced Higher exam diet was subject to it being both safe and fair for all learners.

Subsequently, on 8 December, I outlined to Parliament that Higher and Advanced Higher exams should no longer proceed in 2021 in light of continuing disruption to some young people’s education caused by Covid-19.

The decision to cancel all exams this year took account of the wide range of views submitted by a range a stakeholders, including learners. It also acknowledges that there have been varied levels of absences and disruption to learning, particularly for those in our poorest communities, and we cannot guarantee that there will be no further unavoidable disruption. Importantly, the decision provides clarity to learners, parents and carers, teachers and lecturers and is the safest and fairest way to ensure that pupils’ achievements can be recognised.

On 8 December 2020, the National Qualifications 2021 Group published details of the alternative assessment model for National 5 courses in 2020-21. The model has a focus on teacher and lecturer judgement of learner attainment evidence, supported by local and Scottish Qualifications Authority (SQA) quality assurance processes. The guidance makes clear that if there are any instances where SQA believe submitted assessment evidence fails to meet the required standard then this will lead to a discussion with the centre and, if appropriate, local authorities. This should be by exception. Further details can be found on SQA website at: https://www.sqa.org.uk/sqa/96101.html

It is anticipated that the approach to awarding Highers and Advanced Highers will be broadly the same as agreed for National 5 awards this year.

A collaborative approach from across the education system will ensure that the assessment and quality assurance approach for 2020-2021 is clearly communicated, and that appropriate support is in place.

I announced to Parliament on 7 October 2020 that National 5 exams would be cancelled in 2020-21, and on 8 December 2020 that Higher and Advanced Higher exams would also be cancelled in 2020-2021. They will be replaced by a process of teacher and lecturer judgement of learner attainment evidence supported by a quality assurance process working with the Scottish Qualifications Authority.

Details of the approach to assessing National 5 courses were published by the National Qualifications 2021 Group on 8 December 2020. The alternative certification model has been developed to deliver confidence that the hard work and achievements of learners is being recognised fairly. Guidance on the approach to Highers and Advanced Highers will be published as soon as possible.

SQA is co-ordinating the development of an equality impact assessment as part of the quality assurance models which aim to ensure fair and credible results for learners.

We have been putting the right support in place at national level to ensure that remote learning is supported for those who need it. I do, however, recognise that some learners have lost significant amounts of teaching time in the current situation, and we cannot guarantee that there will be no further disruption to learning. Our priority is to ensure that the approach to assessment is fair to all.

My statement to Parliament on 8 December 2020 outlined further changes to the awarding of National Qualifications in 2020-2021, with the cancellation of Higher and Advanced Higher exams.

I have asked the Scottish Qualifications Authority (SQA) to build on its collaborative work in developing the alternative certification model for National 5 and consider this as the basis for a model for Highers and Advanced Highers this year.

I have judged that teacher based assessment of learner attainment evidence is the best approach to delivering fairness under the current circumstances of variable disruption to learning. This approach will also allow for some additional teaching and learning time over the period when exams would usually be held will help to alleviate some of the disruption to learning.

As part of the approach to assessing National Qualifications in 2020–2021, SQA is exploring what further measures may be appropriate to take account of COVID-related disruption to learning and assessment, including for those learners suffering the most significant levels of disruption.