Chamber and committees

The Gender Equality Taskforce in Education & Learning developed a set of ambitions in order to help inform its work, including consideration of the optimum way in which to deliver these ambitions, including through the establishment of working groups. Since then, discussion and work has been ongoing to refine the workplan, to ensure that it is able to enact the type of long term, complex, systemic change that is needed. I am committed to continuing and accelerating such work to ensure that girls and young women have a gender equal experience of education and learning.

The Gender Equality Taskforce in Education & Learning developed a set of ambitions in order to help inform its work, including focusing on data collection and analysis mechanisms. Since then, discussion and work has been ongoing to refine the workplan, to ensure that it is able to enact the type of long term, complex, systemic change that is needed. I am committed to continuing and accelerating such work to ensure that girls and young women have a gender equal experience of education and learning.

Implementation plans for each priority theme of the IES are currently being developed. These plans will set out specific and measurable actions that we will prioritise to drive forward our shared ambitions. We will also establish an IES Implementation Group, to provide strategic oversight and to ensure that these actions are delivering the Strategy’s overarching aims.

The natural regeneration of trees, scrub and associated ground vegetation across most parts of Scotland will be potentially vulnerable to deer (and other herbivore) impacts, such as browsing, fraying and trampling (as will young, planted trees and shrubs). When considering the impact of deer on our natural environment we look at a variety of evidence as well as advice from NatureScot. The data available for the impacts of deer numbers on natural regeneration is limited and may be combined with data for planted trees.

On Scotland’s National Forests and Land alone, which makes up almost 10% of Scotland, around 150 million young trees, naturally regenerated and planted, can be vulnerable to deer damage impacts at any one time. This includes native woodland, productive woodland (broadleaved and soft conifer tree species), and the expansion of natural regeneration onto open ground. The number and area of young trees and scrub vulnerable to deer damage impacts across the whole of Scotland will be significantly higher.

In terms of national data and evidence, recent statistics on Woodland Ecological condition produced by Forest Research shows that herbivore damage, which includes wild deer, is widespread with almost 50% of woodland area in unfavourable condition as a result of grazing.

Alongside that report, a 2013 a study on the National Forest Estate found that 15-20% of young trees had been damaged by deer. Then in 2014 the first Native Woodland Survey of Scotland assessed around 311,000 hectares of Scottish woodland, found that deer were present in over 70%, and that over 30% of that area had high or very high browsing impacts which were considered too high for the woodlands to survive by natural regeneration.

While there is no one-size-fits-all approach to deer densities and our focus is on evidence of impacts when considering the best approach, the Deer Working Group recommended a target of 10 red deer per square kilometre in open hill, red deer range. We accepted that recommendation, and recognise that there are some areas of Scotland where that target is already being met. However, there are also areas of Scotland where deer populations, all four species, may be in excess of 20 deer per square kilometre and will be causing significant damage. We also recognise that in areas where there is to be natural regeneration, a density of 10 deer per square kilometre is still too high. The successful establishment and sustained management of natural regeneration can require low to very low deer densities of 1-5 deer per square kilometre, and for many woodland and open ground habitats may need to be sustained at densities as low as 2-3 deer per square kilometre.

The Scottish Government recognise the importance of gender-competent school estate planning.

The guiding principles within our Learning Estate Strategy, which was produced in collaboration with COSLA and sets out our strategic approach for managing the learning estate, makes clear that learning environments should support the wellbeing of all learners. Furthermore, it states that good consultation about learning environments, direct engagement with learners about their needs and experiences, and an involvement in decision making processes should lead to better outcomes for all.

It is the statutory responsibility of all Local Authorities to manage their school estate and the Scottish Government expects them to provide a safe and welcoming environment for all school users.

The percentage of the estimated cohort who did not complete the SNSA assessments in each year since 2017 is detailed in the following table.

The Gender Equality Taskforce in Education & Learning developed a set of ambitions in order to help inform its work, including the development of monitoring and evaluation frameworks. Since then, discussion and work has been ongoing to refine the workplan, to ensure that it is able to enact the type of long term, complex, systemic change that is needed. I am committed to continuing and accelerating such work to ensure that girls and young women have a gender equal experience of education and learning.

When the National Standardised Assessments for Scotland were first being developed, it was agreed in consultation with Scottish literacy experts that the reading assessments should be based on specific organisers within the Curriculum for Excellence – these being “Tools for reading”, “Finding and using information”, and “Understanding, analysing and evaluating”. This was because the relationship between the assessments and CfE was deemed a more useful output for teachers than a notional reading age.

As learners can undertake the assessments at any time in the school year, teachers are able to compare learner outcomes against a cohort of learners who completed their assessments at a similar stage in the year, rather than by age. This comparison has been statistically validated through norming studies and provides valuable diagnostic information to teachers, helping to inform their wider assessment of learner progress in literacy.

The Scottish Government has funded Health in Mind to deliver a historic forced adoption peer support service and implement a comprehensive communication strategy to help raise awareness of this support. As part of this, Health In Mind has contacted all health boards in Scotland and asked them to share information about the service with their GP practices.

Health In Mind has also shared details of the service with adoption related organisations, social work departments, third sector organisations and a variety of community spaces such as libraries and churches, as well as on social media platforms. Further details of the peer support service are available online: https://health-in-mind.org.uk/how-we-can-help/national-services/historic-adoption-trauma-support-service/

As reflected in Scotland’s Cancer Strategy for Scotland, published June 2023, we are committed to “expanding and evaluating Rapid Cancer Diagnostic Services to ensure population-based coverage”.

The University of Strathclyde published a final evaluation report on 29 February 2024 reflecting on the first two years of RCDSs operating in NHS Scotland. This work was commissioned to inform roll-out, including optimal components and highlighting its success. Following its release, we’ll work with Boards across Scotland to consider the findings and ensure learning is embedded.