Chamber and committees

The Scottish Government gathers data on pupils and staff who are not in school for COVID-19 related reasons. The Advisory Sub-Group on Education and Children's Issues considered this data alongside the latest evidence on long-COVID when producing its latest advice on the return to school in August. The sub-group will continue to look at the impact of long-COVID on education, and will update its advice if required in the light of any new findings.

The Scottish Government does not hold any data on the number of teachers with specialised training in supporting pupils with additional needs. Table 1 shows the full time equivalent of teachers which have listed an ASN related subject as their main subject in the 2020 staff census.

The mental health and wellbeing of children and young people is an absolute priority for the Scottish Government. We are committed to improving support for children and young people’s mental health, in order to ensure early intervention and prevention of suicide.

We know that schools play a key role in supporting children and young people’s mental health. The Mental Health in Schools Working Group recently developed a new mental health professional learning resource for all school staff to assist in responding to and supporting children and young people’s mental health in schools. Education Scotland has also provided tools and guidance for school staff to further strengthen support to children and young people.

We want to make sure anyone who needs support can get access to appropriate services. The provision of Educational Psychologists, school counselling services and school staff are a key part of the support being offered across schools in Scotland. We continue to support our local authority partners with £16 million in funding to ensure that every secondary school has access to counselling services.

Education Scotland’s scrutiny programme includes inspection of special schools and units within mainstream schools which provide specialist provision, including for those with autism. During all school inspections, HM Inspectors of Education evaluate the quality of provision for children, including those with additional support needs. Units within mainstream schools, standalone special schools and independent special schools are inspected by HM Inspectors of Education with specialist knowledge and experience.

HM Inspectors also focus on how well a school is performing, the impact it is having on improving outcomes for children and young people and the capacity for continuous improvement. This includes consideration of the outcomes for those learners requiring additional support. HM Inspectors take into account the context and nature of the school, its children and young people and their needs.

HM Inspectors use a set of standards to evaluate and report on quality and improvement in Scottish education. When inspecting schools HM Inspectors of Education use a selection of quality indicators from the quality framework ‘How good is our school?’ (4th edition) (2015). During inspection, HM Inspectors of Education focus on children’s and young people’s learning experiences within and beyond the classroom; their achievements, and how the school is ensuring these are of the highest possible quality. This includes those children and young people with additional support needs. HM Inspectors of Education observe learning first hand and discuss learning with learners and staff. This includes specialist support staff who provide individual or group support to learners requiring additional support for learning.

HM Inspectors of Education also seek the views of a wide range of stakeholders, including parents, staff, learners, and partners, through online questionnaires and focus group discussions. There are opportunities for stakeholders to comment on the quality of support provided. Questionnaires are adapted and distributed in different forms to enable all learners to access and complete these. In addition, HM Inspectors also engage in direct conversation with learners to discuss their views and experiences.

HM Inspectors of Education publish a report of their findings in the format of a letter for parents and a more detailed document outlining the findings in a Summarised Inspection Findings document. Both these documents and the inspection questionnaire summaries are published on Education Scotland’s website.

The next meeting of the Convention of the Highlands and Islands is scheduled to take place on Monday 25 October 2021.

Yes, the Scottish Ferry Services Plan (2013-2022) which will be replaced by the Islands Connectivity Plan at the end of 2022.

Scottish Ferry Services: Ferries Plan (2013-2022) (transport.gov.scot)

The Scottish Government, through its agency Scottish Forestry, issued new cultivation guidance on 27 July based on research evidence regarding carbon released as a result of different cultivation techniques.

The guidance can found at: https://forestry.gov.scot/publications/1032-cultivation-for-upland-productive-woodland-creation-sites-applicant-s-guidance/viewdocument/1032 .

The Scottish Government’s Forestry Grant Scheme supports the planting of all types of trees to create new woodlands. Over the last 3 years it has supported the planting of over 12,000 hectares of native trees, including within commercial forestry schemes. This has more than met the Scottish Biodiversity Strategy target of between 3,000 and 5,000 hectares of new native woodland per year.

The Scottish Government is supportive of the work of Versus Arthritis including the six-point support package. In support of this the Minister for Public Health, Women’s Health and Sport is due to meet with representatives of Versus Arthritis soon to discuss the initiative.

We are working in collaboration with the organisation to ensure that patients on waiting lists receive good communication and relevant support while they await treatment. This work will be ongoing with essential collaboration with patients, carers and providers including the National Advisory Committee for Chronic Pain NACCP.

It is a matter for each individual Public Body to decide how to address Fair Work First in their procurement processes, with decisions being taken on a case-by-case basis. In doing so, all Bodies are expected to apply the Fair Work First criteria to all new regulated procurement processes from 1 April 2021, wherever relevant and proportionate to do so. This procurement process commenced prior to 1 April 2021.