Chamber and committees

We have removed the requirement for self-isolation for under 18s who are normally resident in the UK or are a dependent of those exempt having been fully vaccinated. Children aged 12-17 travelling from Amber list countries will only take day 2 test and younger children are already not required to take tests. Other children are still required to follow self-isolation and testing rules.

The Adoption and Children (Scotland) Act 2007 sets out a statutory duty for local authorities to provide adoptive families with the support that they require, like the provision of counselling, guidance and any other assistance in relation to the adoption process that the local authority considers appropriate in the circumstances of that particular case.

As the support required by adopters and their families varies significantly from case to case, the Act provides the flexibility for individualised support plans to be developed to best meet the needs of families, at a time that is right for them.

The Promise Report of the Independent Care Review made it clear that adoption has an important role in providing permanent, loving nurturing home and set out that an adoption placement should not be the conclusion of the support offered to adoptive families. The Promise makes clear that all families need support to thrive. Through the work of the Family Support Delivery Group we are working in partnership with the third sector, statutory services and across government to deliver a vision that ensures all families can access the right support when they need it for as long as they need it, aligned with the implementation of the Promise.

The Scottish Youth Parliament are provided with core funding through the Scottish Government’s Children Young People and Families Early Intervention & Adult Learning and Empowering Communities (CYPFEI & ALEC) Fund. This fund is administered by the CORRA Foundation on behalf of Scottish Ministers.

Under the Environment Act 1995 and associated regulations all Scottish local authorities are required to regularly assess air quality in their areas against objectives for several pollutants of concern for human health, including PM2.5 particulate matter. If any objective is found to be exceeded, or at risk of being exceeded, the authority concerned is required to declare an Air Quality Management Area and produce an action plan setting out how it will address the issues identified. These action plans are agreed by both the Scottish Government and SEPA.

To date no local authority has identified an exceedance of the PM2.5 objective relating to the Scotch whisky industry. However this is kept under regular review, with all authorities required to submit an annual air quality progress report to the Scottish Government. Should the situation change in any local authority area, we would expect the necessary action to be taken.

We are committed to ensuring that all children and young people get the additional support that they need to reach their full learning potential.

The Additional Support for Learning Act places duties on education authorities to identify, provide for and review the additional support needs of their pupils, including those with autism and Asperger’s syndrome. We provide free professional learning opportunities for practitioners in order to support education authorities to meet their duties under the Additional Support for Learning Act. This includes the Autism Toolbox and Inclusive Practice online professional learning modules.

We published our joint response to the independently chaired review of implementation of additional support for learning in October 2020. Angela Morgan’s report sets a clear direction in how we can continue to build on progress in this area. The joint action plan and governance arrangements are available from Additional support for learning: action plan - gov.scot (www.gov.scot)

In addition, we published our Autism Action Plan in December 2020, setting out the actions we will take to improve the support to children and young people with autism in Scotland’s schools. We have made significant progress in implementing these actions and will formally report our progress in December 2021. Our work on supporting young people with Autism and Asperger’s syndrome in mainstream schools is also supported by our guidance on the presumption of mainstream education.

Our skills agency Skills Development Scotland (SDS), who have operational responsibility for the delivery of our apprenticeships programmes, have taken a range of measures to improve uptake of apprenticeships for individuals who have Asperger’s syndrome or autism.

Since 2015, SDS have produced an annual Apprenticeship Equality Action Plan outlining their approach to support individuals from a range of backgrounds to access apprenticeship opportunities and achieve equitable outcomes. They have introduced enhanced funding contributions rates for apprentices with disabilities up to the age of 29 from 2017-18 onwards. Apprentices with disabilities may also be able to access funding via Access to Work, and SDS have hosted specialist calls focusing on support and resources such as Access to Work for neurodiverse young people.

SDS support Learning Providers in their capacity to recruit and support diverse apprentices. Needs Assessor training is provided along with the opportunity for learning providers and employers to meet with local equality organisations who can offer advice and support when recruiting. SDS additionally offers an all-age Careers Information and Guidance (CIAG) service, where careers advisors support young people with autism and Asperger’s syndrome on potential career paths, including apprenticeships.

We are committed to ensuring that all children and young people get the additional support that they need to reach their full learning potential, and recognise the particular challenges of Covid-19 for them.

Education Scotland, in collaboration with Head Teachers, published a range of information and guidance for learners with complex additional support needs, including autistic learners, to help parents support their child’s learning at home. This includes accessible learning resources for parents to use with their child at home

In June 2020 we published COVID-19 support for continuity in learning guidance , which states that local authorities should look to identify and offer suitable support to families and carers who may be facing additional challenges in regards to home learning. This guidance was further updated, in March 2021.

The Scottish Government also funds Parent Club, who provided advice for parents on their website. This advice includes : supporting children and young people with additional supports needs ; supporting your child’s mental health during coronavirus home learning and helping your child with home and blended learning.

Children and young people with complex additional support needs were prioritised within the phased approach to the return to school. They were able to return to school, first, from 5 January 2021, in recognition of the impact of covid-19 to their learning and wellbeing.

The Scottish Government COVID-19 guidance for schools currently states that at level 0, children and young people can engage in all drama, music, PE and dance activity in schools. For all activity, schools, practitioners, and pupils should be aiming to maintain appropriate mitigations, particularly the higher standards of hygiene and ventilation than were present pre-Covid. This guidance will be updated should this position change prior to schools returning in August.

The OECD did not take formal written submissions for their independent Review of Curriculum for Excellence. This was the OECD’s position from the outset of the review and conforms with their ‘Implementing Policies: Supporting Change in Education Framework’. This was outlined in the Scottish Government’s answers to S5W-35079 on 18 February 2021 and S5W-35292 on 25 February 2021 and made clear in the remit for the OECD’s review which was published on 26 February 2020.

The OECD uses this framework to provide tailored support to individual countries and education systems to analyse and support the development and implementation of education policies. This methodology has been used by the OECD in previous reviews, and set a very clear framework for their work in Scotland.

The OECD were clear that it was not feasible for them to consider more information than they specifically requested, nor was the purpose of the Review to generate new written submissions or replace what would otherwise be a national consultation. They advised that should any additional information be required at a later date, they would request this.

In terms of the OECD’s approach to evidence gathering on this Review, the OECD established a team of core OECD staff and international experts with experience in curriculum and assessment implementation. The process included:

• A comprehensive desk-based analysis of policy documents, evidence and research on CfE implementation, which included, amongst other documents, the initial evidence base provided by the Scottish Government in July 2020, papers published as part of the Education & Skills Committee’s Inquiry on Subject Choice and published academic articles and research.
• Compilation of information from key stakeholders’ websites and think tank publications.
• A series of interviews and virtual school visits plus focus groups to gather primary data. These included discussions with the Scottish Parliament’s Education and Skills Committee, Scottish Government officials, national agencies, local government representatives, college and university bodies, employer groups, academics, teachers and head teachers, parents, young people, Gaelic and subject specific interest groups, and members of Scotland’s education governance groups.

This represented a significant and comprehensive amount of documentation, with many different perspectives informing the review.

The Scottish Attainment Challenge Programme, including the Pupil Equity Fund, has a vital role to play in building upon the progress being made to close the poverty related attainment gap.

In 2021 to 2022, over £215 million of targeted funding will be invested to help close the poverty related attainment gap. It marks the first year of record investment in an expanded £1 billion Attainment Scotland Fund which will be provided over the new Parliamentary term after an investment of over £750 million in the previous Parliamentary term.

As a part of this, in 2021-22 Headteachers will receive almost £147 million of Pupil Equity Funding (PEF) which they will decide how best to invest to support disadvantaged pupils. This includes a top up PEF Premium payment of up to £20 million, recognising the new and additional challenges schools face as a result of the pandemic.

Closing the poverty-related attainment gap and ensuring every young person has the chance to fulfil their potential remains central to this Government’s work. Our ambition is a long-term one and we know that the challenges presented by the pandemic mean our efforts to deliver equity in education are more vital than ever.

The Advisory Sub-Group on Education and Children’s Issues has concluded that the previous position on self-isolation for children and young people as contacts was not commensurate with the risk going forward and should be revised to exempt all children and young people from isolation as close contacts unless they are symptomatic or have a positive test. The sub-group concluded that, when a COVID-positive case is identified, school-aged close contacts should be advised to book a PCR test as soon as possible, and only end self-isolation and return to school if/when they receive a negative PCR test result. Further details of the sub-group’s conclusions can be found in their recently published advice .

Updated guidance on reducing the risks in schools published on 3 August details changes to self-isolation for schools in line with sub-group advice, which apply from 9 August onwards.

The current guidance, updated on 3 August Coronavirus (COVID-19): guidance on reducing the risks in schools - gov.scot (www.gov.scot) , remains that face coverings will continue to be worn by staff in communal areas in all schools, and in classrooms by staff and pupils in secondary schools, for up to 6 weeks. However, I am acutely aware that some young people find this challenging. Therefore the Scottish Government guidance on face coverings , which is referenced in guidance for schools, does set out some exemptions, including when communicating with someone who relies on lip reading and facial expressions to communicate.

The decision to retain the use of face coverings in schools has been taken after very careful consideration, especially with regard to face coverings in classrooms. But at the moment, our judgement remains that this is the best way to protect children, young people and staff in the school environment. This approach is in line with the latest recommendations of the Advisory Sub-group on Education and Children’s issues and is kept under regular review in light of emerging scientific evidence and advice.