Chamber and committees

As we set out in our 2017-18 Action Plan, our approach is fundamentally provider neutral – prioritising the settings that are best placed to deliver quality outcomes for children and supporting our ambition to close the attainment gap, regardless of whether they are provided by the public, private or third sectors.

Increasing the flexibility of how the funded entitlement is delivered will also support more parents to work, train or study, especially those who need routes into sustainable employment and out of poverty.

As set out in my answer to S5W-15212 on 26 March 2018, we do not hold this information. Local authorities have duties in relation to the provision of funded early learning and childcare, including understanding how it is used in their local area and family preference for types of provision.

Our National Statistics, produced by professionally independent statistical staff, indicate that take up of the entitlement to funded early learning and childcare for 3 and 4 year olds was almost universal (99%) at the time of the early learning and childcare census in September 2017. These were published in the Summary Statistics for Schools in Scotland, 2017, publication: ( http://www.gov.scot/Publications/2017/12/3099/348577 ).

Although uptake figures for 2 year olds have risen slightly over the last 2 years, it is still lower than we would like it to be at 10% of the total 2 year old population, where around a quarter are eligible. ( http://www.gov.scot/Publications/2017/12/3099/348577 ).

The Scottish Government does not hold this information on a school-by-school basis. However, there are a range of emerging and innovative models to support delivery of the curriculum.

Curriculum for Excellence gives schools the flexibility to offer different and innovative approaches, enabling them to meet each young person’s needs in a range of ways. There is no one approach to delivering CfE, as long as the school and education authority have a clear and robust educational rationale for their approach and they continue to work closely with their partners and parents to inform, shape and develop their approach to support the individual needs and aspirations of all learners.

Opportunities should be available through the school year for every young person to have regular conversations about their learning and progress. Good practice would include discussing any stress a young person may be feeling as they prepare for examinations, and support around how this can best be managed. All schools should gather evidence about any issues facing young people and look at steps that can be taken to address concerns.

The Scottish Qualifications Authority provides information to learners in preparation for exams. This includes help with studying for exams, what to expect on exam day and information on results day.

Education Scotland have also commenced a review of Personal and Social Education (PSE) delivery in schools, which will include consideration of the provision of counselling services for children and young people.

The well being of school pupils is vitally important, and we recognise the impact that anxiety about school work can have on children. That is why health and wellbeing is a key priority of the Curriculum for Excellence.

Opportunities should be available through the school year for every young person to have regular conversations about their learning and progress. This should include discussing any stress a young person may be feeling as they prepare for examinations, and support around how this can best be managed.

The following figures represent the number of Modern Apprentices for whom a payment was made in 2016-17 to the provider and the total costs to each provider. This does not necessarily represent all apprentices as claims may not have been made for all apprentices in training at year end.

The figures below cover the period up to the end of Quarter 3, 2017-18. They represent the number of Modern Apprentices for whom a payment was made to the provider and the total costs to each provider. This does not necessarily represent all apprentices as claims may not have been made for all apprentices in training at Quarter 3 end.

Skills Development Scotland contracting arrangements are not made by singular Modern Apprenticeship frameworks, but by occupational grouping, therefore it is not possible to provide an estimate for 2018-19. This framework is one of several within the Food and Drink occupational grouping which includes: Aquaculture; Agriculture; Food and Drink Operations, and Maritime Occupations.

Further to this overall expenditure is influenced by a number of variables including how many new apprentices are recruited by employers and how quickly these apprentices progress through their training.

As the framework was recently created and demand is expected to increase, as a STEM occupational area, Skills Development Scotland will support additional demand for take-up in this framework across the year.

The Scottish Government's understanding is that subject to a caveat being lodged by the other party, a hearing before a sheriff on an application for an interim interdict can normally take place on the same day as the application is made to the court. If the member has a particular concern in this area, I would be grateful if he could write to me and I would then consider further.

Skills Development Scotland has been working to ensure that Providers need now only make one, rather than multiple claims, and Providers were notified of this new process on 12 March 2018. A payment will be made within a few days of a successful claim submission by the Provider.